This study focuses on teachers of new arrival migrant pupils in a provincial school district in mid-Sweden. The paper draws from qualitative interviews with these teachers and extracts from lessons of as well as written reflections of these lessons. The study explores the teachers' perspectives and pedagogical responses to newcomer migrants in their classrooms. The pedagogical practices are analyzed for culturally responsive teaching, referring to the extent to which the lessons build on the personal and cultural strengths of the pupils, their linguistic capabilities, as well as their prior knowledge and experiences. The findings demonstrate attempts at building on the pupils' cultural and linguistic experiences, which compares well with some hallmarks of culturally responsive pedagogy. However, as pressures to teach for tests increase, the teachers face the dilemma on how to create spaces for culturally responsive teaching in school contexts that face powerful ideologies of cultural and linguistic homogenization.