The purpose of this study was to investigate the teacher’s situation in the correctionaltreatment’s client education. The paper examined teachers’ experiences of their professionalroles as well as their perception of the students’ situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the teachers’ work. We examined the interplay betweenthe pedagogic and the organizational discourse and how the teacher and the studentare influenced by these. The study shows that teachers in the correctional treatment’sclient education act in a complex situation where the teachers must balance their professionalpractice between disparate discourses. The teachers have an individualisedmethod of working that is characterised by individual curricula that form the basis ofall teaching. The focus of the teaching is primarily on the forming of a student identitywithin the client with a starting point in social training, moral and ethical issuesand the norms and values of society. The study shows that the teachers have a complexreality that is characterised by conflicts and where the client’s identity formationhas a central role.The purpose of this study was to investigate the teacher’s situation in the correctionaltreatment’s client education. The paper examined teachers’ experiences of their professionalroles as well as their perception of the students’ situation. The study wasbased on telephone interviews that were recorded and analyzed afterwards as well asan analysis of texts that affect the teachers’ work. We examined the interplay betweenthe pedagogic and the organizational discourse and how the teacher and the studentare influenced by these. The study shows that teachers in the correctional treatment’sclient education act in a complex situation where the teachers must balance their professionalpractice between disparate discourses. The teachers have an individualisedmethod of working that is characterised by individual curricula that form the basis ofall teaching. The focus of the teaching is primarily on the forming of a student identitywithin the client with a starting point in social training, moral and ethical issuesand the norms and values of society. The study shows that the teachers have a complexreality that is characterised by conflicts and where the client’s identity formationhas a central role.