PIKTES is an education project carried out by Ministry of National Education (MoNE) to contribute to the access of children under temporary protection to education in Türkiye. This qualitative study examines the challenges faced by teachers assigned to the Integration of Syrian Children into the Turkish Education System (PIKTES) project. Guided by social justice theory, focus group interviews were conducted with eight teachers to explore their experiences. Findings reveal significant disparities in employment conditions, including insecure contracts, inadequate compensation, and limited access to benefits compared to regular teachers. Participants reported confusion regarding their legal status and rights due to conflicting regulations. This research underscores the urgent need for policy reforms to recognize the contributions of these teachers, improve their working conditions, and ensure their professional development.