Teachers are a critical resource for children in refugee and emergency settings. Yet few studies have examined what motivates or demotivates teachers, especially in refugee and emergency contexts. In this article we explore the key findings from field research conducted in Algeria and Ethiopia by the American Institutes for Research (AIR) as part of a study for the Office of the United Nations High Commissioner for Refugees (UNHCR). The findings are organized according to seven critical factors: teacher recruitment, selection, and deployment; the teaching environment; certification; professional development; incentives; management structures; and, status and social recognition.