The importance of students developing the knowledge required to handle different tools and machines is specified in the curriculum of vocational education as well as emphasized in research. However, there are very few studies that focus on the learning processes that take place when teachers and students attend to tools and machines as a vocational learning content in workshop teaching sessions. This article aims to shed light on these processes by exploring how tools and machines are constituted through the interaction between vocational teachers and students in Swedish upper secondary vocational education. Leaning on the theoretical and methodological framework CAVTA (Conversational Analysis and Variation Theory Approach) when analysing video-recorded lessons, the study shows that the teaching about tools and machines takes place as a result of suddenly emerging problems that the students encounter. The study also shows that the teaching about tools and machines is conducted through the framing method of individualization, which leads to situations in which some students are given the opportunity to learn specific things about tools and machines, and others are not, even within the same session.