This study examines the critical roles and innovative practices of refugee teachers in the borderland of Thailand and Myanmar amidst protracted refugee situations. Using qualitative methods, the research explores how these teachers navigate spatial and temporal liminality, characterized by dislocation and indefinite waiting periods, respectively, inherent in their environment. Despite these adversities, refugee teachers demonstrate remarkable resilience and entrepreneurship by engaging in income-generating activities, securing internal recognition, and integrating cultural identity into their teaching, thereby fostering a strong sense of community and hope. By highlighting the efforts of refugee teachers, this study critiques the market-oriented shift from humanitarian to developmental approaches that emphasize ‘self-reliance’, revealing the necessity of addressing the complex realities of refugee life.