This study explores the experiences of Ukrainian teachers enrolled on a refugee teacher bridging programme in Ireland. Utilising hybrid learning over a four-month period, the programme aimed to provide professional learning opportunities about the specifics of the Irish education system including emphasis on history and structure, regulation of teacher registration, curriculum and assessment and teacher identify in the Irish context. The study reports findings based on data generated utilising a qualitative questionnaire administered online to 50 participants. The findings reveal that these teachers are highly experienced, have been very successful in the initial stages of registering with the Irish Teaching Council, which will allow them to work as teachers in Ireland, and they have been successful in finding employment. Additional analysis, however, questions the stability of these initial positive steps, highlighting that further stages in the registration process, in addition to a reduction in teaching roles in support of Ukrainian pupils, mean that many of these teachers will face increased difficulty in maintaining their positions as teachers in Ireland.