Moral complexities face teachers daily in school. Value conflicts and moral dilemmas are embedded in their professional work and personal relations to colleagues as well as students. The result from a current study by a teacher union in Sweden shows that 75% of the teacher students maintain that their teacher training in fact does not prepare them to handle conflicts in their prospective profession. Some members of parliament have submitted a motion and suggest that this specific topic should be compulsory in teacher training. Focus in the debate seems to be on how to handle situations like these. However, research by for instance Bergem, Campbell, Colnerud indicates that teachers in common seem to lack ethical awareness in sense of knowledge about ethical principles and the profession seems not to be understood as a moral project, nor teachers as moral agents. They also point to the fact that these issues usually are not illuminated and elucidated in teacher training. At the University of Skovde (Sweden) about 200 students have formulated cases - often self- experienced from school - about value conflicts and moral dilemmas in an examination paper at the beginning of their teacher training. They usually have asked teachers but sometimes also heads or pupils about their view of those situations and how to handle and act. The purpose has also been to study what kind of ethical awareness they express. My paper is mainly a scrutiny and an analysis of those examination papers: - What kind of value conflicts and moral dilemmas do they focus and are in their interest? - What kind of ethical awareness appears? How do they talk about it? - What kind of reflection and conclusion do they express? One general conclusion is that ethical principles do not direct teachers or teacher students. The prerequisite of ethical awareness is that the everyday practice is examined, is becoming visible and discussed in ethical terms. The point seems to be that ethical principles and virtues are embedded in the everyday practice but are not visible in school and teachers lack a manner of speaking about ethical issues. This means that the strategy must rather be to problematize practice than to be normative if the aim is to develop a moral foundation of professionalism. Moreover, there are a lot of issues aroused: the teachers' power versus the autonomy of students, moral intuition versus ethical knowledge, applied ethics versus implied ethics (Todd 2001), rhetoric versus practice and so on.