This study analyses how teachers on a language introduction programme describe themselves as teachers, and how they position themselves in relation to newly arrived students and their schooling. We conducted a thematic analysis of interviews and observations with the teachers, using positioning theory. Our findings show that the teachers take four positions: compassionate helper, distancing oneself, reluctant gatekeeper and fostering for Swedishness. Teachers’ work is a balancing act between different dilemmas, positions and decisions, all of which have a significant impact on newly arrived students’ lives.