The current study presents the results of secondary analyses on the Dutch data in the Teaching and Learning International Survey (TALIS) from the OECD. Using multi-level regression analyses, job satisfaction, teaching quality characteristics as well as need for professional development are investigated in schools that vary according to composition. The results show that teachers in schools with relatively large percentages of students from low socio-economic backgrounds are less satisfied with their profession, they show lower levels of self-efficacy and less positive student-teacher relationships. In schools with relatively large percentages of students who have a different home language than the language of instruction, the results show no relationships with job satisfaction and the educational quality characteristics. The results also show that teachers in schools with low SES pupils and pupils with different home languages have more need for professional development in the area of diversity and this is especially true for beginning teachers. The study ends with recommendations for future research and educational practice.