This article focuses on the role of the Swedish as a second language (SSL) teacher in the LanguageIntroduction Programme (LIP) in secondary schools in Sweden. Policy analysis is used, with policycomprising of three closely intertwined layers: declared, perceived and practised. The material used consistsof official documents, interviews with teachers and principals, and classroom observations. What becomesapparent through these layers is that the SSL teacher’s role is both contradictory and ambiguous. On theone hand, these teachers are trained to teach and plan SSL to support L2 students’ learning throughout theschool day and in different subjects. On the other, neither official documents nor the schools themselvesprovide SSL teachers space for such agency: the space in which they are given agency is restricted to theirown subject. National educational policy to increase knowledge about the educational requirements ofrecently arrived students has not been followed by sufficient changes in the training of and directives forprincipals and teachers. Solving these issues requires that all teachers and principals receive relevant trainingand SSL teachers given more responsibility and training.