This article explores the professional role of teachers of Swedish as a second language (SSL). The study is based on interviews with highly qualified SSL teachers to examine their perspectives regarding their professional identity; the opportunities, if any, that exist for them to have agency; and the changes they believe would lead to them having a stronger voice. Findings demonstrate that their everyday reality as teachers makes their role in education difficult. One contributing factor is that principals and teachers of other subjects lack sufficient knowledge about second language students (L2 students), which makes it unrealistic to assume SSL teachers can lead the type of school development and organisational change that they require to establish a voice in their role. To strengthen their profession, SSL teachers require a new type of role, one in which they not only are experts in the field of L2-student learning and educational needs but are also trained in issues of leadership.