A large part of the research done on physical education (PE) teachers is based on the curriculum (eg Ekberg, 2009; Svennberg et al., 2017). The teachers' statements and practice are compared with the interpretations made by the researchers in the curriculum. This comparison often shows that teachers do "wrong". The researchers' interpretations of the curriculum can be seen as a solution and any deviation from them is considered to be problematic. In this paper, the PE teachers' professional exercise is examined from a different perspective than is largely found in previous research. The purpose of this study is thus to create an understanding of the PE teacher's professional role based on their own stories about their everyday lives and how they handle it. Empirical gathering has been done through deep interviews with PE teachers, where the interview guide was created using Michael Lipsky's (2010) theory of street level bureaucrats and Yeheskel Hasenfeld's (2010) theory of human service organizations. The teachers' statements have since been analyzed based on these theo-ries. The result shows that the PE teachers take three different roles - problem solver, confident creator and organizer. In the role of the problem solver, PE teachers work partly with problems that occur here and now, such as unexpected situations that arise in the en-counter with students, which must be solved, and partly with long term problems. The role of the confident creator is needed when the visibility of PE according to the PE teachers requires comfort of the students in order to be able to perform in front of each other. In order to create confident, PE teachers are working with, among other things, trying to see each student, adapt activities to suit the specific group and create a sense of joy. In order to be able to adapt the teaching according to the role of the problem solver and the confident creator, the PE teachers are required to be organizers. This is when they have to plan the lessons to reach alternative goals (eg comfort, having fun, finding an activity in the free time) and organizing the teaching based on too few resources, but also to see each student. The image of the PE teacher as problem solver, confident creator and organizer probably does not match the picture of how a PE teacher should be. But if the PE teacher role looks like this, what will future PE education in Sweden look like? Perhaps the requirements and expectations of the subject of physical education and health and its teachers must fundamentally change to meet halfway through this study's three role descriptions of the PE teacher.