Studies have shown that school leaders are important in work with large-scale policy reforms in schools. However, the issue of how school leaders and teachers discuss and enact policy is under-studied. This article explores the discursive processes in school leaders' and teachers' policy enactment as they construct responses to policy. The data consists of video recordings and observation of leadership meetings and teacher-team meetings. A critical discourse analytical approach combined with perspectives of policy enactment as a process of interpretation serve as analytical concepts. The findings indicate the school leaders act more as narrators and enthusiasts, while the deputy managers and teacher-team leaders are more messengers and enforcers. The teachers mostly keep the discursive role as critics and preventers of "overburdening." A main argument is that the policy expectation of using national test results as a tool to develop school quality and student learning seems to be lost in translation.