This study aims to explore in depth the lived experiences of teachers responsible for the care of child laborers from migrant backgrounds within the school environment, examining their challenges, successes, and strategies in engaging with this vulnerable group. Due to complex economic, social, and cultural circumstances, migrant child laborers require special support in educational settings. Teachers working with these children play a vital role in facilitating learning processes, promoting social adaptation, and enhancing their overall well-being. The methodology of this research is grounded in Smith’s Interpretative Phenomenological Analysis (IPA), which focuses on meaningful understanding and in‑depth interpretation of individual experiences. Eight teachers who had direct experience working with migrant child laborers in schools were studied through purposive, semi-structured interviews. The data obtained from these interviews were analyzed using IPA techniques, including the identification of themes, development of subthemes, and extraction of descriptive quotations. The findings of the study highlighted five main themes: (1) cultural and linguistic challenges in establishing effective communication; (2) dealing with psychological and social issues stemming from the children’s previous experiences; (3) the need for specialized educational resources and support; (4) successful experiences in building trust and motivation for learning; and (5) the importance of in-service training and professional networking for teachers. These themes provide a comprehensive picture of the complexity of teachers’ roles and their adaptive strategies. In the discussion and conclusion sections, the findings are interpreted in light of previous research literature, with similarities and differences to comparable studies examined. The causes and consequences of teachers’ experiences are explained, and practical recommendations are provided to improve support for these children and their teachers, including enhancing intercultural training, ensuring the provision of supportive resources, and creating support frameworks at the school and organizational levels.