To construct an indiginous model for teachers’ status, a group of experienced teachers was interviewed on the subject and as a result of the initial analyses two general themes were identified: internal and external statuses: teachers’ perceptions of their status and the society’s response to this perceived status (as internal status), and the society’s perception of teachers’ status and the teachers’ response to this perception (as external status), along with sixty nine basic themes in relationship to teachers’ status. To validate the model, another group of teachers was questioned on the identified themes. The analyses of this set of data revealed that the model is valid.