The “team leadership'’ and the relationship between the school leader and teachers can therefore be seen both as a strength and challenge for the implementation of programmes such as AfL. When teachers agree on new initiatives, their teams and networks can be an efficient structure for implementation. If teachers resist the programme, the same spirit can be a major challenge for the school leader. One school leader explained how the local municipality level had cut back on central positions, and stakeholders with knowledge in the field had taken up new positions. There w'ere also reports of several job changes among central leaders during the implementation phase, which was not easy for the participants interviewed. One school leader reported that it was hard to know which person to call if problems occurred, and as a result, he felt that no one w'as available to help him.