This thesis aims to explore the sector between two conflicting, as well as intertwined forces within the educational system for teacher students, namely theory and practice in the history teacher programme. Based on five separate semi-structured interviews with teacher students in their final year of education, which were interpreted with a hermeneutic method and analysed with Jörn Rüsens theoretical framework concerning narrative competence, the study focuses on exploring the teacher students´ experience of re-modelling their academic knowledge in history to something more appropriate for school students. The results presented brings forward a multifaceted description, where contrasts between the teacher students´ responses about their experiences with the history teacher programme and their actual teaching capabilities emerge.