The aim of this study is to examine the relation between power and care for others, through teachers’ stories and thought processes regarding this topic. The study problematizes these aspects based on one primary question, what does the relation between power and care for others look like from the perspectives of teachers working in youth homes. The material from the teachers’ stories were interpreted and analyzed in relation to the theoretical framework of this study, which mostly derives from Michel Foucault’s theories of power as well as Nel Nodding’s care ethics, and lastly, Martha C. Nussbaum’s models of capability for human dignity. Through qualitative interviews with teachers at three separate youth homes, the respondents answer questions that encompasses their experiences and thought processes, regarding different ethical aspects of their professional lives. The results showcase how the teachers explain their professional workday through three themes: distancing, normalizationand legitimization. Distancing refers to the teachers’ descriptions of the school as “somethingelse” to the adolescents staying in youth homes, power, however, is more often exercised by someone other than the teachers, based on the interpretation of the teachers’ stories in this study. Similarly, the normalization shows how the everyday at youth homes is explained and understood, based on the idea that teachers possess a natural power, which the teachers suggest makes the school a free zone for the adolescents. Furthermore, another aspect of the normalization is the invisibility of the institutional structure, where structures are rarely criticized but rather defended more by a sense of duty and loyalty. Lastly, the teachers’ stories show that the utilization of power is explained through care for the individual – which creates a legitimization of the use of power.