This article explores how the teacher is positioned and legitimised in the Swedish Schools Inspectorate's quality audit reports. Using Foucauldian discourse analysis, two main subject positions are identified: activity-based subject positions where the teacher is constructed as an active actor, and competence- and responsibility-based subject positions where the teacher is constructed both as important for the students’ results, and as an individual in need of guidance. The teacher is positioned as a professional with limited competence. The reports show ambivalence regarding teachers’ position, which could be considered as delegitimising the teaching profession.