Research indicates that high-quality after-school programmes (ASPs) can offer good care and foster academic and socio-emotional development in children. Staff has been identified as a critical factor in ensuring quality of ASPs. This article explores how Norwegian ASP staff members consider their occupational practices and analyses whether the group working in ASP can be considered a profession. Focus group interviews among staff members at seven ASPs were conducted, and theory of professions made up the theoretical perspective. The results suggest that the staff members' occupational practices were based on their perceived mandate as caregivers and facilitators of activities for the children. Although the work communities were described as collaborative, the staff members' occupational practices during ASP are described as individualised. The practices are decided "on the fly" and are derived from practical knowledge and shared occupational values established in everyday experiences rather than from practical syntheses that also include theoretical reflections and research-based discussions among colleagues. The results indicate a lack of practical syntheses that characterise professionalism and reveal a need for professionalisation among Norwegian ASP staff. The study demonstrates the importance of professional competence among ASP staff and indicates a need to introduce qualification requirements for employment in ASPs.