The discovery of oil in the mid-20th century in the countries of the Gulf Cooperation Council instigated decades of rapid economic development in the region. Key to this development agenda was the use of migrant labor to build infrastructure and fill middle management roles. Over time, as national populations have become more educated, the majority of public sector positions have been filled by nationals. However, the education sector has been unable attract nationals in sufficient numbers and continues to depend on migrant teachers (Ridge, 2014). In the United Arab Emirates (UAE), 90% of teachers in boys’ government schools and 20% of teachers in girls’ government schools were expatriate Arabs as of 2010/2011 (MoE, 2014). In Qatar, Arab migrant teachers comprised approximately 87% of teachers in government schools in 2013 (Social and Economic Survey Research Institute, personal communication, 2014). This study examines the status of Arab migrant teachers through both an educational and institutional lens. The research employs a mixed-methods comparative approach to investigate contractual agreements, employment experiences, and social integration of Arab teachers in both countries. The paper explores some of the challenges that arise as a result of reduced salaries, shorter-term contracts, and fewer promotional opportunities for Arab expatriate teachers compared to their national counterparts. It captures quantitative and qualitative effects through two main tools, surveys and in-depth interviews with Arab migrant teachers in the UAE and Qatar. The results of the study are consistent with literature on the economic motivation behind migration (Sharma, 2012). Arab migrant teachers come to the Gulf in order to make money and in turn to be able to provide more for their families. However, Arab migrant teachers are a unique and indispensable part of the Gulf population due to their shared language, culture and, religion. In the Gulf, there will always be a demand for the services of Arab migrant teachers due largely to the language factor. Examining issues such as how the uncertain employment conditions for expatriate Arab teachers manifest in their commitment to teaching, the paper concludes by providing policy recommendations for improving the conditions and output of Arab migrant teachers in the UAE and Qatar.