U.S. schools have experienced a perennial shortage of teachers. Recently, many school districts have been inviting foreign veteran teachers to help mitigate such teacher shortages. This study describes the initial cross-cultural issues four international science teachers encountered when they immigrated to teach in U.S. high schools, hi-depth, semistructured interviews of four science teachers from Ghana, Britain, and Germany) produced the main source of data. The international teachers faced a variety of support system problems, which were not directly classroom related, but nevertheless had an impact on their instructional effectiveness. They also faced teaching-related issues, including differences in school organization and structure, assessment and philosophical beliefs, communication, textbooks, teaching methods, and teacher-student relations. They all expressed a need to become active learners in order to function effectively in their new teaching contexts. The implications are discussed based on the findings.