The study compares the work cultures of teacher educators in Jordanian and Indian colleges of education. To provide a thorough understanding of the work culture among teacher educators in Jordanian and Indian colleges of education, a comparative, quantitative study approach was used, which quantitatively combined survey data using a well-designed questionnaire. Teacher educators working at Colleges of Education in Jordan (Irbid city) and India (Mysuru city) were the study sample. A stratified random sampling technique was employed to choose the participants. For the survey, a total of 197 educators, 95 educators from India and 102 educators from Jordan were targeted. Statistical tools, including descriptive and inferential statistics, such as ANOVA, were performed to investigate differences and relationships among different components. The results validate that India has a more collaborative and structured work environment, where teachers actively engage with colleagues, students, and administrators to enhance learning. India's stronger institutional frameworks, better collaboration, and teacher support mechanisms make it more effective in fostering a positive and sustainable educational work culture. However, both regions can benefit from further improvements in inclusivity, innovation, and work-life balance initiatives to enhance teacher satisfaction and productivity.