This chapter is based on a one year-long participatory action research study, including 22 students in a compulsory Grade two class (year 8–9). The general aim with this study is to shed light on the pupils’ actions regarding disorienting dilemmas they encountered in the nearby forest, through a six-week long Storyline. An underlying purpose is to study the role of the teacher, and the interaction between the teacher and the pupils. The teacher’s aim with the Storyline was to create a Storyline in which the students were enabled to enhance ecological literacy. The result shows that the students developed action competence for sustainability. One essential prerequisite for this to happen was the teacher’s flexibility and open-minded approach that allowed for unplanned events to occur.