Teachers are one of the critical, if not the major, factors in providing education to children in emergencies. The main purpose of this chapter is therefore to examine the status of teachers’ professionalism and working conditions in emergency settings, using examples from host countries in Africa and the Middle East. Issues addressed include teacher management, teacher utilization, teacher professional development and support, as well as general state of teacher well-being. It looks at issues affecting teacher professionalism, the role of teachers and how to create enabling conditions for teachers to play their transformative roles. To address these thematic issues, reports of empirical studies from this part of the globe were reviewed, as well as the global theoretical literature on issues of teacher professionalism, teaching and education in general. A number of academic publications were also reviewed. Based on the reviews, it was learned that teachers in refugee camps are practising their profession under a variety of challenges, including the failure to take education as an agenda for emergency, learners who are not very clear about their future, and host governments who do not take responsibility for the education of refugee children. Within these and many other exosystemic challenges, the discussions in this chapter have shown that teacher professionalism is at risk in emergency settings in Africa and the Middle East. Teachers are serving displaced children under hugely demotivating working conditions. The chapter concludes by suggesting ways forward.