The Swedish teacher education has undergone numerous reforms and is currently heavily influenced by neo-liberal governance, which shapes the internal work for different kinds of teacher educators. The study focuses on how a group of adjunct lecturers within a regional university college, experienced their initial period in the profession of teacher education programs in Sweden. The study departs from Seeman’s theoretical framework. The findings indicate that adjuncts lecturers do not feel that their knowledge is being appreciated or valued within the organization. The adjuncts lecturers are driven by a desire to contribute relevant professional knowledge, teach, and serve as good role models for teacher students. From this, conflict arises—mainly due to a governance system which heavily emphasizes standards, documentation, and high academic expectations. In conclusion, the study reveals how the organization's demands may differ from what adjunct lecturers anticipate, potentially leading to various forms of work conditions and alienation.