For several decades, the Swedish school system has faced both an increasing educational attainment gap and a teacher shortage. In recent years, different policy initiatives have sought to establish alternative routes into the teaching profession. One target group is migrants with a teaching background. International research shows that this group can serve as bridge builders and as extra language and social support for school children with a migrant background. However, difficulties in terms of language acquisition and validation of previous skills can impede fast labor market entry. This chapter draws on recently conducted qualitative research on a teacher education course labeled as a fast-track for introducing Arabic-speaking newly arrived migrant teachers to the Swedish educational system. Not only did the course enable participants to reflect upon differences in teaching styles, educational systems, and negotiations of their professional teaching roles, it also allowed them to form an impression of the Swedish teaching system and find potential contacts and paths into work. Nonetheless, many participants in the course requested a faster validation process, more Swedish language support, and help finding employment. Moreover, some were disappointed to find that their previous knowledge is devalued in local schools. © Springer Nature Switzerland AG 2023.