In both academic literature and public discourse, school is often referred to in the singular—“the Norwegian school”—as if it were a uniform entity, centralized and unchanging. In this book we challenge such an understanding and argue that it does not necessarily hold true in reality. Schools constitute a network of differences and diversity. School is contextually anchored in different surroundings linked to geography, culture, school structure, and school culture—all of which matter for the teacher’s life as it unfolds there. With this book, we want to highlight the diverse spectrum of Norwegian schools, as varied as teachers’ own lives. We aim to make visible aspects of this diversity that we believe are insufficiently represented in both academic literature and teacher education. Referring to school as a uniform entity can seem like an answer to the expectation that all pupils in Norway should receive equal education, regardless of which school they attend. The book presents ideas and chapters that illuminate the complexity of school—both in mandate and structure—and that teachers’ professional practice can therefore be highly varied. The book is aimed at teacher educators, teacher education students, teachers, principals, and others concerned with the teaching profession and school.