This paper uses ethnographic research, based on longterm participant observation and interviews plus ten deep interviews with highly experienced teachers in Swedish compulsory secondary schools, to examine how teachers relate to teaching and learning in a school in transition. The studied teachers expressed that they felt they were being forced to be ‘creative and flexible’. New ways of describing their work emerged. They spoke of being entrepreneurs and of an efficiency and productivity that forced them to ‘sell themselves’ through time exploitation by a number of superimposed tasks to be performed under time pressure. An individualization of the collective emerged as a strong factor. The concept of entrepreneurial blurs the line between employee and private entrepreneurs. Teachers work, had according to studied teachers, changed in a variety of areas including much more numerous and complex tasks. Even though that was the dominant feature, also strong examples of resistance were identified. Teachers met up to expectations, but were also in accommodating to requirements becoming subject to a heavy workload. One example of resistance was how the need for documentation and action plans was met by refused collaboration with colleagues and refusals to go on staff appraisals.