Using the USAID-funded South Sudan Teacher Education Project (SSTEP) that began in 2011 as a case study, this paper examines the emerging guidance regarding the conflict-sensitive design, implementation, and financing of teacher education policy and programming. In particular, the authors refer to the guidance and conceptual frameworks provided by the Inter-Agency Network for Education in Emergencies (INEE) in its INEE Guidance Note on Conflict Sensitive Education, published in 2013. This paper is intended primarily for policymakers, practitioners, program designers, and researchers working to improve education in fragile and conflict-affected environments.