This presentation focuses on the Language Introduction Programme (LIP) in upper secondary school in Sweden, a programme for recently arrived students who have not yet qualified for mainstream programmes. The aim is to draw attention to structural ambivalence that may affect students’ educational rights. The study is based on content analysis of official documents regarding teacher roles and has a critical theoretical base, with a focus on agency. Documents were analyzed through a layered model of critical discourse analysis, where national documents were related to course plans from education for teachers and principals. This enables a discussion about coherence and contradictions regarding the LIP when it comes to the quality of the education in relation to teachers’ and principals’ agency, qualifications, and professional roles. One conclusion is that the continuity between layers is weak, and that the qualifications that are stipulated for teachers at the national level do not comply with demands for those who are responsible for the education and its quality at the LIP. There is thus a discontinuity which may explain some problems with the LIP identified in previous research and reports.