In recent years, subject content such as programming and digital literacy has become an integral part of technology education. However, research shows that many programming teachers lack sufficient formal education to teach programming and show disparate educational and professional experiences. This study investigates how three teachers' knowledge and beliefs about their teaching practices are enacted in their classroom practice. The data for the study consist of videoed classroom observations and subsequent episodic narrative interviews with the teachers. Metaphor analysis have been used to uncover central relations between the teachers' knowledge and beliefs about their practice and their classroom actions. The result of the study reveals that the teachers describe their roles as teachers differently. Despite the differences, the teachers still share the idea that programming is an activity where small pieces of code is intertwined so that they can achieve a purpose. However, none of the teachers speak about code as being essential for learning programming. The teachers all seem to view themselves as assets for the students' achievements, nevertheless, they do not share the idea of why. Altogether, the result of the study suggests that even though the curriculum is the same, teachers' knowledge and beliefs about their teaching plays a big role in students' education. Also, the study show, that it is reasonable to suggest that conceptual metaphors affect not only our language, but also our actions in the classroom.