Arts encounters in schools are often portrayed as encounters between art/artists and children. However, in such encounters, teachers are most often involved. The study presented discusses teachers' experiences with and space for action within The Cultural Rucksack; a national program for arts and culture in Norwegian schools. Observations and qualitative interviews show, on one hand, that teachers are pleased that students and teachers are able to enjoy professional arts and culture at school. On the other hand, a series of dilemmas, challenges and tensions are evident in the teachers' statements and actions. The teachers' statements about the programme are characterized by a positive attitude, still, the teachers state that they lack of influence over the programme. A perceived twosomeness between artists and students makes the teachers almost redundant as teachers. As a result, teachers have to position themselves in other ways to regain a place within the programme; as artists' helpers, students' guards, or as mediators between artists and students. The study presented is part of a three-year national and interdisciplinary research project on The Cultural Rucksack that was commissioned by the Norwegian Ministry of Culture. (Contains 2 footnotes.)