This chapter explores the roles of teachers in racially segregated schools in Norway, highlighting the disconnection between the nation’s commitment to equality and the realities of systemic segregation. Utilizing Ivan Illich’s critiques of educational systems and John Dewey’s emphasis on understanding diverse student experiences, the chapter argues that traditional educational roles—custodian, moralist, and therapist—can perpetuate power imbalances and cultural hegemony. This reliance on standardized testing further complicates the educational landscape, often disempowering marginalized students. Advocating for a transformation in teaching practices, the chapter calls for an approach that respects and uplifts diverse identities, fostering genuine empowerment and collective agency among students to better address the complexities of their educational experiences within a segregated context.