This chapter explores the evolution of teacher policies in China’s ethnic minority areas since the country’s founding, identifying six distinct stages: initiation, expansion, restoration, exploration, consolidation and improvement, deepening reform, and sustainable development. The development of these policies in four key areas—teacher quality requirements, training, incentive measures, and mainland support—illustrates a shift from “single-dimensional demand” to “multi-directional orientation,” from “extensive” to “intensive” approaches, from prioritizing “survival guarantees” to simultaneously focusing on “survival and development,” and from “comprehensive promotion” to “targeted breakthroughs.” These changes have significantly advanced the construction and development of the teaching workforce in minority regions. Looking ahead, it is crucial to move beyond homogeneous thinking to clarify the foundations and implications of these policies, improve funding mechanisms to ensure the precise implementation of teacher training policies, address the gaps in teacher incentive policies, and implement targeted measures to enhance the effectiveness of mainland support policies.