This paper draws on data collected from my recent exploration of how teachers become competent in the area of relationships. In an interview, a student teacher, Kristin, voiced the challenges she faced: ‘I think it is easy enough to get the knowledge the student needs. The problem is, in a way, when people are involved'’. This paper presents an encounter between Kristin and a student after Kristin had started to work as a teacher. It shows the difficulty of being professional when ‘people are involved’, that is, when emotions are at work.