This study investigates English language teachers’ job satisfaction with a focus on whether and in what respects Korean teachers of English (KTEs) and English native-speaker teachers (ENTs) perceive their work experience similarly or differently. Thirty-seven secondary school teachers who had 2-5 years of teaching experience participated in this study. An adapted version of the questionnaire developed by Kassabgy et al. (2001) and individual interviews were used for data collection. For both groups, having a good relationship with students was the most crucial factor contributing to work motivation. Several ENTs emphasized that inadequate job security, limited prospects for career advancement, insufficient compensation, and exclusion from the goal-setting procedure were the principal causes of dissatisfaction. As compared to ENTs, KTEs gave significantly lower value ratings to the work-related attributes of having a challenging job, being promoted to a senior supervisory job, having a good relationship with supervisors, and working with other teachers. Instead, they demonstrated a tendency to place greater importance on external rewards. Although their overall satisfaction levels were higher than ENTs’, many were not satisfied with their current employment; inequity, inappropriat...