This qualitative research explored Syrian refugees' self-determination and psychosocial adjustment in Turkey and teachers' experience working with refugees. Data were collected through semi-structured interviews from 12 vocational and language teachers (M[subscript age] = 34.27, SD[subscript age] = 4.94) who had an average of 9.58-year teaching experience and at least one year of teaching Syrian forcibly displaced people and refugees. The content analysis revealed three overarching themes: (1) the needs for autonomy, competence and relatedness facilitate refugees' adjustment in dealing with resettlement stressors; (2) trauma experience interferes with refugees' adjustment; and (3) working with refugees transforms teachers to become more tolerant, resilient, patriotic, sensitive to diversity, and grateful for their relationships. The findings may stimulate psychosocial interventions and policies that would mitigate contextual barriers as well as create an inclusive psychosocial environment. Refugees are likely to benefit from a nurturing environment and teachers are likely to benefit from trainings focusing on trauma informed teaching skills.