This study critically examines the job satisfaction of expatriate English as a Foreign Language (EFL) teachers in an institution of higher education in the State of Qatar. Although research in the Gulf on EFL teachers’ job satisfaction has increased in recent years, such research is scarce in Qatar, particularly from a critical approach. Focusing on teachers’ perspectives, the study gives a voice to otherwise voiceless teachers whose insights have been largely ignored by educational administrators in the region. In line with the critical nature of this study, a transformative-emancipatory framework was adopted to elicit and analyze teachers’ views and gain their insights regarding their current workplace environment. The study employed a sequential mixed method design using quantitative (questionnaire) and qualitative (semi-structured interviews) methods to present a holistic picture. The number of participants who took the questionnaire was 39 and 10 participants were interviewed. Descriptive statistics were calculated for the quantitative data strand and thematic analysis was used for the qualitative data strand. The study revealed that sources of job satisfaction included a satisfying lifestyle (characterized by a generous tax-free salary package and high-end housing accommodation), enriching professional relationships with colleagues and students, and quality facilities, resources and supplies. Contrastingly, sources of job dissatisfaction included tenuous management-teacher relationships, a heavy workload, little room for promotion and a lack of support for professional development. The thesis concludes by presenting a number of recommendations (based on the teacher-participants’ feedback) as to how the senior management team can increase teacher job satisfaction and enhance the quality of the workplace environment for all stakeholders.