This study evaluates the refugee education in Lithuania, focusing on the perspectives of teachers. Employing a qualitative case study approach, semi-structured interviews with 14 teachers were conducted to explore the challenges, strategies, and outcomes related to refugee education. The findings reveal that while Lithuanian schools facilitate academic and social integration, significant obstacles persist, including language barriers, war-induced psychological distress, and limited access to tailored resources. Teachers reported varied levels of cultural adaptation among refugee students, with Ukrainian and Belarusian students adapting more easily due to cultural proximity. Social activities and inclusive school environments contribute positively to integration, yet the lack of specific programs and materials tailored for refugees hinders progress. Recommendations include improving keyframe, enhancing teacher competencies, and fostering continuous engagement with refugee families. This research underscores the need for systematic policy reforms and resource development to support refugee education in Lithuania. It also provides recommendations that can be used for countries that are inexperienced in refugee education in a similar way.