Anne Breuer documents, through empirical-qualitative analysis of team discussions, how teachers and educators in all-day primary schools position themselves in relation to one another. She identifies various patterns of responsibility differentiation within teacher-educator teams and expands the often normatively conducted discourse on cooperation with empirical-reconstructive findings. The author opens up new scientifically and practically relevant perspectives for the discussion on the norms of successful cooperation and the changing educational responsibilities in all-day school operations.