Teachers and schools are part of the social and cultural infrastructure of all societies, but they are particularly relevant in developing countries. A good education system is central to the creation of human capital and a fundamental element contributing to successful economic development (Skeldon, 2005). In order to establish and maintain a credible system of education it is important to have a sufficient number of trained and experienced teachers. Therefore, the migration of teachers from a developing society is more than a debate about the movement of a specific sector of skilled labour-it has wider implications for the future growth of productive and social capital in the society. As a result of the deepening of globalization, the demand for skilled labour in developed societies, and the movement toward the liberalization of the movement of people across borders (as exemplified in Mode 4 of the General Agreement on Trade in Services (GATS), the issue of migration from developing countries has become a more salient one in the last decade.