The aim with this paper is to explore teacher’s enactment of new policy in Swedisch schoolage educare. There has been numerous of policy changes in Swedish school-age educare in line with educational reforms across Europe. As a result of these policy changes, the school-age educare as an institution has undergone significant and substantial changes in terms of its social mandate, educational goals and content. In this paper we investigate how these policy changes has affected and transformed the everyday practice for the staff working in these settings and in our analysis, we take our point of departure in policy enactment theory (Ball, Maguire & Braun 2012). Policy enactment theory is focusing the policy process of how policy is transformed into practice and we are interested in how policy is enacted in specific school-age educare settings. This specific paper contains of group interviews with 53 staff interviewed in 12 groups considering the latest 20 years of changes. In each setting the member of the staff was interviewed through focus groups. The result highlight that, enacting new policy in school-age educare contains being restrained by materiality in several ways. School-age educare has limited mandate to impact their situation. The interpretive perspective indicates that someone else then the educated staff has precedence to interpret and formulate the objectives in school-age educare. Further the analysis highlights a mix of competing discourses in this new policy enactment process, from discourses of problematic children to discourses of hope for change.