註釋 Historically, international education policy development has influenced changes in classroom practice and to school structures and systems. This small-scale qualitative research project utilised three research methods to investigate issues facing teachers of international students within two schools. The research methods utilised were semi-structured interviews, semi-structured classroom observations and documentary analysis. [Two schools were examined]. At school A, policy did not align with practice, which was evident in the lack of support, guidance and professional development offered to classroom teachers. School B's policies did align with practice, with regular professional development occurring internally or externally, support and guidance offered by two senior management team members and external organisations. Key differences between the two schools were the organisations' structure. Not all classroom teachers interviewed received formal training focusing on Teaching English to Speakers of Other Languages (TESOL) or cross-cultural awareness. This research highlights the need for schools to look at ways of sustaining change through collaborative relationships, within and across schools. At a national level, the evaluation of the effectiveness of initial teacher education with regard to Teaching English to Speakers of Other Languages (TESOL) and cross-cultural awareness training should be undertaken. 