This study explored the experiences of teachers who have worked with children and young people diagnosed with FASD in Northern Ireland. Qualitative methods were availed of as eight semi-structured interviews were conducted and subsequent analysis was completed using Thematic Analysis. The findings indicated that there were various factors that influenced teachers’ ability to educate young people with FASD. These factors were not clearly distinguishable as either a barrier or facilitator to teaching as they typically had the propensity to encompass both aspects. The findings focused on: the teachers’ personal resources; challenges from external systems; the nature of the disorder; the importance of systemic relationships, and practical barriers and facilitators. The study concludes with recommendations that highlighted: additional teacher training on FASDs, ways in which to foster systemic relationships, and practical educational strategies.