Teacher migration from other countries to the United States has increased over the years. Jamaican teachers have been a part of the migrant teaching force for decades. In this paper, we describe the pedagogy of four first-year migrant Jamaican teachers to a rural school in the southeastern United States. Through qualitative research involving interviews and observations, the authors document dominant themes that emerged concerning these teachers’ practices and their reasons for engaging in these practices. Teachers’ home culture as a vehicle for promoting learning, socialization and immigrant teacher expectations, and cultural awareness and cultural fluidity were themes identified. The study identified tensions between the teachers’ expectations and the reality of the classrooms as well as designed teacher induction programmes, which seeks to familiarize the teacher with the host context but does not adequately prepare the hosts as it relates to the cultural context of the migrant teacher. Recommendations to address these tensions are included.