In 2015, approximately 70,000 children and young people immigrated to Sweden, including 35,000 unaccompanied minors who arrived without any legal guardian. The huge influx of young people has been a challenge for the Swedish school system. Newly arrived immigrant students are a diverse group, and their educational backgrounds vary. Those actively involved in Sweden's educational practices seem to agree that local authorities and schools must increase their knowledge and their employees' expertise to provide newly arrived immigrant students with a good education. The aim of this study was to provide new understanding concerning teachers' and immigrant students' collaboration and identity work in a school context. The analysis revolves around the issue of how immigrant students present teachers' different roles in a school context. Qualitative methods were used to analyze empirical sequences from previously published qualitative analyses to investigate the phenomenon of collaboration and identity work in a Swedish school context. The study's analysis is based on secondary empirical material. The study's analytical findings are presented within the following themes: (1) discursive presentation of disinterested and disrespected teachers; and (2) discursive presentation of active and strategic teachers.