The purpose of this study was to explore the ways teacher engagement in national partisan politics in two Bangladeshi higher educational institutions influenced the teaching of four university teachers, the learning of students, as well as the two educational institutions for which they worked. The study also examined the teachers' perceptions of the benefits and challenges arising from their engagement in partisan politics. Two bodies of literature were reviewed for the study. They related to the perspectives on teaching in adult and higher education as well as perspectives on teacher engagement in partisan politics, including the implications for teaching and learning in higher education in Bangladesh. The literature review provided a framework for the presentation and discussion of the findings of the study. The study was a qualitative exploration of the individual experiences and collective opinions of four teachers about their engagement in national partisan politics. A case study methodology was adopted for this study with the goal of capturing the individuality of each case, and ensuring that in-depth information on the cases was presented. One-on-one in-depth interviews were conducted directly with the four participants, who were employed as teachers in two higher education institutions, and who freely discussed their engagement in partisan politics in Bangladesh. The study found that teacher engagement in partisan politics took time away from their professional duties and responsibilities and that had serious implications for their teaching and student learning. In addition, while teacher engagement in partisan politics resulted in personal and professional rewards for the teachers, it also undermined their status and respect among students. Further, teacher engagement in partisan politics undermined the reputation of universities as institutions of higher learning in the country. The study concludes with some recommendations arising from the study and suggestions for further research.