This narrative study followed 11 vocational teachers in the Building and Construction program and examined factors that influenced their transition from the construction site to upper secondary school. The recruitment path for most technical vocational teachers means moving directly from the construction site to the school, where they begin work as substitute teachers. The study shed light on three important transition phases. First, the study highlights the significance of craftsmen's intangible, embodied knowledge and how the cultural building heritage creates a professional community that the craftsmen strongly identify with. Second, the participants experienced the transition from being skilled workers to vocational teachers as intense and transformative. Without any teacher training or support from school management, they were suddenly expected to take on class leadership responsibilities and teach vocational subjects, often in classes with major behavioral challenges. Third, the participants managed gradually to establish a feeling of safety and an effective class environment. The experience of successfully gaining the trust of young students and helping them begin their vocational education revealed a new and meaningful dimension to the teaching role, inspiring them to remain in the school system and pursue a career as a vocational teacher.