This dissertation concerns the experiences of international teachers working in North Carolina public schools. As I began exploring this unique population's literature, I realized my limited knowledge about their personal and pedagogical acclimation to American schools. School districts across the nation struggle to locate, recruit, and retain highly-qualified teaching candidates to fill vacancies and provide a first-class education to an increasingly diverse student population in schools with specially designed initiatives, such as language immersion and global education. In response to the need for teachers, some districts are recruiting international educators to fill these roles. I examined three international teachers recruited to fill such positions in this study. These educators openly shared their personal and professional experiences while teaching in North Carolina public schools. I used portraiture as the methodology for this research study. Portraiture is a narrative form of qualitative research. To collect data for this study, I conducted a series of interviews with three female international educators who work in public schools. Portraits require rich-detailed descriptions gathered by listening, observing, and interacting with individuals over time. Thus, in this study, I explored their challenges and perceptions of support while acclimating to their new school setting, then I researched how they overcame the difficulties they faced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]