Teachers from other countries are being hired to fill vacancies in public schools. All states, in order to meet the demand, hire foreign teachers under various programs. The South Carolina Department of Education and a few private agencies sponsor teachers on a J-1 visa and place them in school districts that are willing to participate in the state (SCDOE, 2020-2021). International teachers face a variety of issues ranging from personal life to professional issues in the school setting. These factors are all related to the transition from their native country to the U.S. environment (Nganga, 2011). Various support systems in place by the recruiting agencies and the school or district also affect foreign teachers' adjustment to the new culture. For the teachers to be satisfied, intrinsic and extrinsic factors play an essential role (Hutchison, 2010). The purpose of this quantitative research study was to explore the various hurdles faced by international teachers and how school districts or agencies can help them transition and adjust to the new culture to continue working in schools. The study also helped to understand the job satisfaction of foreign teachers and relate the impact of all these factors on their work and decisions to continue teaching in the U.S. The researcher studied the personal, professional, district/school support, agency support areas, years of experience, and the job satisfaction of the international teachers. Using the correlational and causal-comparative research design, the researcher surveyed the international teachers in the school districts of the midlands region of South Carolina. Sixty-four international teachers responded to the Likert scale survey online. The data was collected and analyzed using the descriptive statistics with frequency distribution, Pearson's r coefficient to determine the strength of the relationship between the various factors and the job satisfaction of the international teachers, and ANOVA to determine the significant difference among the variables. The analyses revealed that there was no correlation seen between personal factors and international teachers' job satisfaction. This means that personal factors have no bearing on their job; however, the teachers agreed upon some of the factors. The professional factors and agency support factors, on the other hand, do have an impact on their job satisfaction. There was a correlation discovered between these factors and foreign teachers' job satisfaction. The data indicated that the educators were supported by the school/districts', and their professional support factors are linked to job satisfaction. According to the analyses, there was no significant difference in job satisfaction based on the teachers' years of experience. As a result, it makes no difference whether the international teachers have more or less experience in their own country or the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]