Teacher and migrant pupil relationships are under-researched; there is much literature to indicate teachers have a profound effect on the education experiences of pupils, as well as their concept of self. These may be intensified in the teacher and migrant pupil relationships, due to the nature of migration, language barriers and adjustment issues. A case study of a West Midlands secondary school was conducted, using semi structured interviews with teachers, who had close and prolonged contact with migrant pupils. It was found that the school and teachers had very positive attitudes and measures towards migrant pupils and their education, challenging many misconceptions of migrant pupils.