The purpose of this qualitative, hermeneutical phenomenological study was to understand teacher relationships in non-traditional international schools. The setting included 12 Chinese internationalized schools, institutions serving local rather than expatriate students, offering a fusion of local and international curricula, and employing local and expatriate teachers. A diverse sample of 16 expatriate teachers participated in the study through individual interviews, reflective letters, focus groups, member checks, and member reflections. Data analysis involved eclectic coding and thematic analysis. The findings highlighted expatriate teachers' agency in their interactions with local teachers and their use of four distinct approaches: opposing local teachers, trying to change them, compromising with them, and avoiding them. Surprisingly, relationships among expatriate teachers were often characterized by minimal interaction and a lack of unity. The study adds to the limited understanding of teacher relationships in international schools and has implications for faculty management in mixed-hire schools and expatriate research methodology.