Over the past decade, international schools in the Gulf Cooperation Council (GCC) countries have seen significant growth, primarily using English as the medium of instruction. This expansion has constituted a threat to national identity including Arabic language, national culture, and Islamic religion. Accordingly, governments in these states pursued policies to preserve the national identity of their young citizens. One of these policies mandated teaching Arabic, Islamic Studies, and social studies—collectively referred to as national program subjects. Consequently, an increasing number of teachers from the Global South have been recruited to teach for these roles. Despite their critical role, there is a notable gap in the literature regarding the National Program Teachers’ identities and the challenges they face. This chapter aims to define these teachers’ identities and explore the factors forming their identities and professional roles and the challenges these teachers face. Finally, it offers practical policy recommendations to support their professional roles. It adopts an integrative literature review and thematic analysis to identify answers to the research questions from the relevant literature. It found out that these teachers’ subject and pedagogical skills are undervalued, and this is reflected on their identity and status in international school context. It recommends that initial teacher education programs are reformed so that they equip student teachers and in-service teachers with the twenty-first-century skills; national program subjects are redesigned considering these twenty-first-century skills; and finally, National Program Teachers are provided with bespoke teaching guidelines helping them to teach these subjects interactively.