Teachers are the key to success in any education system. In refugee settings, the role of teachers is particularly significant, as they can provide crucial continuity and socio-emotional support. They are sometimes the only educational resource available to students. Yet little is known about who are the teachers working in refugee-hosting communities. How are they recruited, trained and supported? IIEP-UNESCO and Education Development Trust are working together to provide research-informed policy recommendations for better management of teachers working with refugee children. This case study aims to contribute to the burgeoning evidence base on teachers working in crisis and displacement contexts and to provide the Government of Uganda, UNHCR and other key partners with research-informed policy guidance to inform the ongoing effective management of teachers to ensure quality education for all learners. Using a collaborative, multi-phased, mixed-methods approach, the research examines how teachers are managed in policy and practice in refugee settings in Uganda. The case study identifies promising policies and practices, as well as gaps in policy and practice, to reveal potential areas for further development and successful implementation of policies to support effective teacher management in refugee settings.