In this article, I look at the teaching artist practice that emerges in the partnerships between professional artists and school institutions. The cultural context is Danish compulsory education. In this case, the Culture Laboratory hosted partnerships among diverse professionals and practitioners. I was curious about the role of professional artists in school projects. How do artists negotiate and construct their role in pedagogical tasks? How can educational partnerships contribute to the artists’ own artistic development and creativity? My contribution is empirical and descriptive, with a focus on how firsthand data can portray the artist’s experience within educational partnerships.