The current refugee crisis highlights political, social, and economic shifts nations are making to accommodate the influx of refugees. This exploratory, non-experimental qualitative study incorporates a mix of ethnography, narrative, and multiple case study methods to describe the challenges and successes of refugee education in two settings: Cairo, Egypt and Colorado Springs, Colorado. Through one-on-one semi-structured interviews with educators in Colorado Springs, Colorado and focus groups with teachers in Cairo, Egypt, participant response reveals the effectiveness of alternative versus traditional school models. Additionally, it highlights the impact of teacher training in multicultural and conflict-sensitive practices in educating refugees. Findings of this study reveal a shared desire among educators for increased resources and services, specifically in teacher training, to meet the psychosocial and emotional needs of refugees. Based on the findings, it is imperative to facilitate inclusive school models, increase federal and state funding for refugee student services, and incorporate knowledge of refugees and the attainment of culturally responsive teaching skills in teacher preparation programs in order to provide high-quality education to refugees.