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In this chapter we problematise the role and the training for assistants in Study Guidance in the Mother Tongue (SGMT) in Swedish schools, through the case of one SGMT assistant. The chapter addresses questions of competence and legitimacy on different scales using the framework of nexus analysis, basing its analysis on national policy documents, syllabi from university courses for SGMT assistants, interviews with the assistant, teachers and principals and observations of classroom and school practices. The findings show that the specific competences mentioned in official documents become visible in the different roles the assistant performs, both in classroom practices and in negotiation with other school staff. However, lack of recognition of his competence leaves him frustrated in the school practice, and creates a position of in-betweenness for the assistant. The contrast between the knowledge the SGMT assistants gained through academic courses, and the attitudes of teachers and principals reveals the need to include knowledge about SGMT in teacher education, to create equitable education and understanding of SGMT across school contexts.