Today, the major issue confronting Bhutan's public education is the high rate of teacher attrition. Bhutanese in general believe that this is due, in part, to the poor job satisfaction felt by the teaching fraternity. This study, thus, examined the landscape of Bhutanese teachers' job satisfaction. The study recruited 339 Bhutanese teachers using multistage probability proportional sampling design. Data was gathered using Bhutanese Teacher Job Satisfaction Questionnaire (BTJSQ) administered through an online survey mode. Data was analysed using both descriptive statistics and inferential statistics. The findings indicated that Bhutanese teachers had relatively poor job satisfaction in the areas of amenities and services, teacher preparation, responsibilities and workloads, challenges and issues, and performance management system. In the independent sample t-test, there was no statistically significant difference between Bhutanese male and female teachers' job satisfaction (p>0.05). The multi-factorial ANOVA (three-way) revealed that there was no statistically significant effect of age, academic qualifications, teaching subject, teaching experience, type of schools, and the location of school on Bhutanese teachers' job satisfaction (p > 0.05). The multi-linear regression analysis indicated that amenities and services, teacher preparation, responsibilities and workloads, challenges and issues, and performance management system are the significant predictors (p > 0.05) of Bhutanese teachers' job satisfaction. The implications of findings to the Ministry of Education, schools, and colleges of education are discussed.