This study aims to investigate how the educational and linguistic backgrounds of teachers affect how they are positioned and how they position themselves in relation to their profession in a language introduction programme at upper secondary school in Sweden. Material from two years of study at one school was used to conduct a nexus analysis. The material comprised policy documents at the national and local levels; interviews with principals and teachers; and classroom and school environment observations. Conflicting discourses appear in the analysis in terms of teacher competence and teacher roles. Those teachers who had the relevant professional competence, as according to national documents, felt that their knowledge was not acknowledged and that they were not listened to. Official documents state that principals are responsible for fulfilling stipulated demands; however, they do not always have the necessary knowledge as this is not a requirement for their position. Thus, an ambiguous picture appears where teachers who are positioned as competent at the national level are positioned only to teach their own subject and are not given voice on issues relating to general teacher competence and organisation of education at the local level. This article highlights the importance of knowledge and understanding relating to L2 student learning at the management level.