Teachers have an agentive role as they interpret, evaluate and develop language policies and practices. In the current study we interviewed a bilingual pre-school teacher in Finland during the first year of implementing a new way of working bilingually with a class of monolingual children. Applying nexus analysis, we explored the teacher discourses on the trajectory of the development of the new approach; the concepts, places and people that were circulating in her reflections; and how these connected with larger societal discourses. The analysis showed that the teacher's new bilingual language practices demanded the renegotiation of previously held personal and professional beliefs. The teacher reflections were aggregates of discourses presenting different perspectives and voices. While her bilingual practices challenged prevailing norms in society--especially those on separating languages in teaching-- she also recycled discourses which confirmed the idea of Finland as a society built on parallel monolingualism. We argue that it is important to acknowledge the perspectives of teachers, and that there are all kinds of factors which drive and affect the work of a bilingual pre-school teacher. We also call for cross-cultural studies, as teachers' work is always embedded in a sociolinguistic setting.