This paper explores the perceptions of linguistic and ethnic minority teachers in Scotland, a country where the majority of the teaching profession are white and monolingual. When the dominant linguistic and cultural habitus (Bourdieu, 1991)of the teaching profession is English speaking and Scots (British) there may be difficulties encountered by those whose habitus is other than this. Here I am using May’s definition of habitus as “that set of dispositions acquired in the course of learning to speak in particular social and cultural contexts” (May, 2001: 134) The paper draws on interviews and conversations with teachers in Scotland from a minority ethnic background, many of whom are members of the RITeS (Refugees Into Teaching in Scotland) project. They offer insight into the conflicts between their original teacher habitus and the new one they are expected to take on. Is there an overarching professional habitus which can transcend potential linguistic barriers? Does the need for acceptance result in a symbolic violence being perpetrated on cultures and languages other than the dominant one? The paper argues that teacher professionalism needs to take account of the many routes to professional habitus and embrace linguistic and cultural diversity within the profession.