The debates on women and teaching have been wide ranging and, in some cases, contentious. They have included reviews of why the profession can become gender imbalanced in favor of women, the impacts of this on learning processes and student education, and the implications on women’s overall empowerment within society and the economy. Most of the research to date has concentrated on developed countries, such as the UK, Australia and Canada, where women have been a significant majority in the teaching workforce for decades. This study looks at how the teacher feminization debate applies in developing countries. Drawing on the experiences of Dominica, Lesotho, Samoa, Sri Lanka and India, it provides a strong analytical understanding of the role of female teachers in the expansion of education systems, and the surrounding gender equality issues. Co-published with UNESCO.