Teaching is often described as a job where every day is different. Indeed, the job involves various goals and demands, which in fact even at times contradict each other. In addition, the pupils are individuals with individual needs and characteristics. These circumstances point at the complexity of the job. Numerous of studies highlight teaching, what it involves and what the conditions for practicing it are. However, rarely are work context specific conditions paid attention to. An imperative issue to rise is whether the existing descriptions on teachers' working conditions include for example the conditions for teachers working in schools with exclusively or a large proportion of indigenous pupils. How is the job experienced by teachers in indigenous contexts? Do these teachers identify any context-specific conditions? Are there context specific conditions which are problematic? If so, how? The paper is based on interviews with teachers in indigenous contexts in Australia. The aim is to highlight working conditions among teachers in indigenous school contexts, as a way of illuminating how professionals' working conditions can differ in different work contexts.