The aim of this article is to analyze the moral dimensions of teachers' experiences of working with unaccompanied refugee students in language introduction in Swedish upper secondary school. Theoretically, the analysis uses Bauman's postmodern ethics, focusing on the tension between the social and the moral space in teachers' encounters with unaccompanied students. The empirical material is derived from interviews with three teachers, and a reflexive interview approach was used. The outcome of the analysis shows that balancing professional and moral responsibilities is a challenge, and also that while teachers strive to see their students as Other in a moral sense, the demands of the profession might get in the way. This aporia of proximity -- the insoluble conflict between the social and the moral space -- is faced by the teacher as a moral subject, adding complex moral dimensions to teachers' work with unaccompanied students.