This chapter empirically assesses the extent to which international school staff receive professional development training about third culture kids (TCKs). We argue that the needs of TCKs enrolled in international schools differ from those of non-expatriate children and that international school staff may require a specialized set of professional skills and competencies to effectively cater to the specific needs of TCKs in the classroom. Based on interviews with 115 respondents (34 teachers, 33 staff, and 48 parents) in three international schools in Asia, we draw on data from 25 focus groups conducted in Singapore and Shanghai. Evidence shows that no professional development training in relation to TCKs is provided specific to the international context in which staff are employed. Only surface-level training appears to be offered in the form of tacit acceptance of information and rushing to cover ad-hoc and informal material but providing little content depth. Issues that are not adequately addressed include staff start-of-year induction, identity life span and cultural issues, pastoral care, TCK emotional well-being, international mindedness curriculum education, and TCK transitions via repatriation and reassignment.