This article takes an interest in how teachers handle new challenges. The challenge in focus is a nonmandatory yet widespread subject in Swedish education called Livskunskap, Life Competence Education (LCE). The purposes of the present study are to identify and discuss notions of being a teacher actualized in teachers’ narratives about the challenge of LCE, and to discuss how narration may help teachers to handle and reflect upon professional challenges. Seven teachers were interviewed about their experiences from teaching LCE. The analysis showed how acts of defending, exploring, presenting, or resisting LCE were performed in the teachers’ narratives. LCE seems to actualize a narrative tension between two dominant aspects of teacher identity. On the one hand, there is an image of a socially committed teacher who cares about the emotional well-being of and relations to his/her students. On the other hand, there is an image of a knowledge-oriented teacher who connects with the students mainly by focusing on subject matters. Drawing upon the theoretical work, mainly by Michalinos Zembylas, I found that the teachers had opportunities to use narration as an arena for personal agency, but these opportunities were not necessarily taken in the present narratives.