This article investigates the process of devising strategy in an intercultural Baltic-Nordic setting. Sixty teacher education participants collaborated on an interdisciplinary artistic production based on Norwegian folk beliefs and wights through an intensive, week-long program called Nordplus. Using this as a case study, we explored how the devised approach functioned within the given context and examined the dilemmas and challenges that the teachers faced. We chose a qualitative, ethnographic and descriptive approach, collecting data through observations, questionnaires and interviews. The analysis yielded a variety of insights into the process of devising strategy, specifically within the context of diverse tutorial practices and cultural backgrounds, and the teacher's role in it.