This chapter aims to explore regional differences in teachers’ understanding of education policies for sustainable teacher development. Teachers play a crucial role in initiatives to improve the quality of education and provide balanced regional development of compulsory education. The current study reveals regional differences in teachers’ understanding of education policies, by surveying 1473 teachers in China via an online. Results indicates that significant differences in teachers’ understanding of education policy between the eastern, central, and western regions of China. Results indicate that a higher understanding of education policies correlates with greater recognition and acceptance of these policies among teachers. The “double reduction” policy, aimed at reducing students’ academic burdens, was generally perceived as effective, although teachers noted the need for improved funding for after-school services.