The purpose of this study was to explore the ways in which teacher engagement in partisan politics in Bangladesh higher education institutions have influenced their teaching as well as the learning of their students. The study also examined the teachers' perceptions of the benefits and challenges arising from their engagement in partisan politics. A case study methodology was adopted for this study with the goal of capturing each participants’ individuality and ensuring that in-depth information for each case was presented. One-on-one in-depth interviews were conducted directly with teachers in Bangladeshi higher institutions in order to explore their engagement in partisan politics. The study found that the higher institution teachers’ engagement in partisan politics took time away from their professional responsibilities and accountabilities, which had serious implications for their teaching and their students’ learning. In addition, while their engagement in partisan politics resulted in personal rewards for the teachers, it also undermined the status of teachers in general, as well as the reputation of higher learning institutions.