Schooling is always a moral practice. It takes place in specific contexts where social regulation is justified by reference to ethical codes and their specific values. Teachers' work is constituted by these values. Teachers act morally, steering practice in particular directions. The task is, however, never simple. In a context where the curriculum provides an ethical framework and schooling operates within a moral framework, there is a perpetual struggle to align personal values, school practices and the constitutive values of the national curriculum. This paper focuses on that struggle. It builds on a field study which investigates the relationship between school practices and the constitutive values explicitly endorsed in the Swedish national curriculum. Episodes of moral steering are presented together with the teachers' subsequent evaluation of these incidents. These episodes suggest that insofar as individual beliefs and moment-by-moment responses may lead to actions which counteract constitutive values, moral practice must also be a deliberative practice where alternatives are weighed and courses of action are adopted.