International teaching staff are increasingly sought after by tertiary education providers in their drive to build institutional knowledge and research capacity. While a growing body of research has examined the cultural, social and academic adjustment experiences of university academic staff moving to work in a new context, the experiences of staff working in other tertiary providers appear under-represented. This multiple case study focuses on Aotearoa New Zealand’s Institutes of Technology and Polytechnics (ITP) sector and explores how the experience of migration impacts on four long-term or permanent academic staff with a range of industry, teaching and research experience. The study identifies how political and economic circumstances in their country of origin and/or aspirations of a better lifestyle were initial drivers of migration. Adapting to a new teaching and learning context and managing diverse student groups have created some professional challenges for these academic migrants. While immigration status impacts how they articulate their experiences to date, they have experienced migration largely positively. These international teaching staff were found to bring valuable industry insights and subject expertise, and to engage actively in curriculum development and research activities. The study highlights ways in which international teaching staff impact the institution, local staff and student population and is potentially of interest to anyone involved in recruiting and supporting overseas teaching professionals.