The purpose of this study was to compare the status of teachers in selected urban and rural secondary schools in Southern Province of Zambia and to establish factors that affected their status. The study covered eight secondary schools, four in urban and the other in rural setting. The study revealed that the difference in the status of teachers in the selected urban and rural secondary schools was minimal. This was because the role of teachers in society was the same regardless of the location of the school and factors considered by the public to accord status to teachers were similar. Poor conditions of service such as lack or inadequate housing affected the status of teachers. The study therefore, recommends that; teachers should be accorded opportunities for Continuous Professional Development to act as an incentive and their housing allowance should be comparable to economic rate of house rentals.