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Abstract The article argues for intersectionality as analytical concept for transnational education policy analyses of teachers’ work. We first lay out the conceptual and methodological groundwork, and then revisit two case studies of teachers’ work to deepen understanding of the conceptual framework for intersectional transnational education policy analysis. The multi-scaled (individual-relational-systemic) nature of policy processes melds with intertwined oppressive systems to shape who teaches whom what where and why. We draw attention to teaching as work, labor, an occupation, whose contours are being dramatically altered by never-ending crises and neoliberal education projects. We find that the demands of the framework are quite demanding, but promising to theorize change to teachers’ work and their role in policy processes.