本研究旨在透過深入訪談臺南市一所設有國際部的中學當中的五位外籍教師，從而揭示外師在生活及學校遇到之難題，同時政府和教育界可以制定更有針對性的政策和措施，以吸引更多外籍教師來臺任教。本研究採用多元收集資料策略，以半結構性訪談研究法為主，再結合Nguyen的教師流動率理論框架探討臺南外師們面對的挑戰。本研究發現，在臺外師在行政和法律上欠缺支援，加上交通亂象頻生，以致生活安全感不足；學校主管未曾理解與重視教學所需，在生活與工作場所欠缺英語指示，以及職場的文化價值衝突，都使外師未獲尊重。最後，就延攬外籍教師的計劃，本研究揭示了目前在臺仍有大量在臺而未被納入TFETP的外國人有待發掘，而受訪的外師均認為儘管臺灣多是他們理想的生活環境，但大多的工作與生活未能平衡，優化法令、正視交通安全、建立績效制度與支援網仍是他們之期盼。外師們能否順利融入臺灣，建立使命感並紮根於此，仰賴更多的尊重與理解。

The aim of this study was to uncover the challenges encountered by five foreign teachers in a Tainan City high school with an international department through in-depth interviews. The findings sought to inform the government and education sector to develop more targeted policies and measures to attract more foreign teachers to teach in Taiwan. This study employed a diverse data collection strategy, primarily using a semi-structured interview research method, combined with Nguyen’s teacher turnover theory framework to explore the challenges faced by foreign teachers in Tainan. The findings revealed that foreign teachers lacked administrative and legal support in Taiwan, coupled with frequent transportation disruptions, leading to a lack of a sense of security in daily life. Additionally, school administrators failed to understand and prioritize the needs of teaching, resulting in a lack of English instructions in daily life and work settings, as well as cultural value conflicts in the workplace, leading to a lack of respect for foreign teachers. Lastly, regarding the recruitment of foreign teachers, this study highlighted the untapped potential of a significant number of foreigners already in Taiwan but not included in the TFETP. The interviewed foreign teachers acknowledged Taiwan as an ideal living environment, but they struggled with balancing work and life, expressing hopes for optimized regulations, addressing transportation safety, establishing performance systems, and support networks. The successful integration of foreign teachers into Taiwan and their establishment of a sense of mission here relied on more respect and understanding.