This chapter focuses on the construction and development of the teaching profession in French-speaking Belgium. Using a socio-historical approach, it first shows how educational provision – from the very origin of the Belgian state, in the context of a consociational democracy – differentiated between public education and Catholic education, resulting in differences in the employment conditions of teachers, their initial training and their remuneration that persisted until the mid-twentieth century. Consolidation of an integrated educational system – covering primary and secondary education, general and vocational training – resulted in the emergence of a body of teachers more integrated as professional group but did not eliminate traces of the original forms of segmentation. Since 1989, the three language communities have supported education in Belgium, resulting in three parallel educational systems. In this context, important developments have taken place in French-speaking Belgium, which have confirmed the desegmentation trends previously observed, with the reinforcement of state regulation of both the educational system and the labour market for teachers, while new forms of segmentation have also emerged, in part linked to this tighter regulation of teachers’ work and of the teaching profession.