Teachers' work in Iran has undergone two determining changes since 1979: The Islamicisation of the education system and, consequently, Islamic teacher education, with neoliberal policies, has accelerated in recent years. The authors believe Islamicisation has been integrated into neoliberal policies and together these have shaped teachers' practice in the last 40 years. This study examines the intertwined impacts of these two forces on teachers' work. To this end, we first present an analysis of economic reforms and the Islamicisation of education which affect teachers. We then review the findings on the impact of these two forces on three dimensions of the teaching practice that resulted from interviews with 16 teachers and studying the historical context: knowledge, autonomy, and teachers' networks.