Research directed at institutions focusing on diverse aspects of childrens social and cognitive development outside school is a growing field. This article discusses Swedish school-age educare centres for children between 6-12 years of age before and after school. These centres are regarded as important for young children's learning and care, although national statistics and an increasing amount of research shows that the preconditions for fulfilling these assignments are not favourable. This case study is based on Giddens' theory of structuration and studies staff at three educare centres using a mix of different methods, including interviews, observations and vignettes. The staff assert that their work is regarded as subordinate to that of class teachers. This is demonstrated by distant management, a fragmented working day and a lack of time for planning the work. These conditions are seen to affect the quality and the staff´s opportunities to fulfil their mission.