Chapter 5 pays attention to how learners position themselves on the boundary between play and work. Scandinavian countries have a particular reputation for attitudes to the value of free play. Chapter 5 focuses on how assumptions about the role of play come into conflict with the disciplinary demands of formal education in Groruddalen. Young people gradually learn that engaging in practices that are understood as “work,” they become positioned in relation to a body of knowledge and skills, andin relation to adults who have the power to validate them. The chapter details events that took place during the fieldwork with children who transitioned from kindergarten to primary school, illustrating how elements of educational structure shape children’s learning identities. It then elaborates on this argument by looking at young people who had spent over 10 years in school - observing a continuously evolving distinction between work and play from examples of young people making the transition from lower to upper secondary school, and from upper secondary to vocational education or work. The Chapter illustrates how play becomes pedagogized as work.