This study addresses intercultural differences among novice teachers (K-12) who graduated Arab academic teachers' colleges and lived in northern and central Israel before moving south to teach in Israel's Bedouin diaspora. The source material consists of stories they entered in a contest, describing the personal and professional aspects of their experiences. These stories are assumed to represent a type of information that reflects human awareness, highlighting the professional elements concerning all new teachers. Content analysis revealed the principal theme of the stories, namely the three stages of coping with the move from north to south: seeking and finding a job; starting work as a teacher and encountering the realities of a different place; and retrospection at the end of the first year. These three stages are assessed in the encounter with disparity over time from: a personal perspective--leaving one's home and family, encounter with a different landscape and culture, isolation and feelings of both satisfaction and frustration on returning home; and a professional perspective--encounter with the educational environment and cultural-professional disparities. Assessment of the processes involved in teachers' southward migration may facilitate teacher intake in the educational system.