Practice firms have been implemented as a subject in the curriculum of Austrian commercial schools due to curriculum reformations made in 1992 and 1996. A practice firm is a fictitious enterprise, which allows students to train their economic, business, technical and electronic data processing knowledge and skills. For one school year students assume the role of an employee and develop their professional skills as well as their social skills, organizational abilities and their attitudes towards work. The employer?s role is being taken over by their teachers. This thesis aims to detect the challenges, which teachers have to endure while being a managing director of a practice firm and a teacher at the same time. Based on the theory of the Grazer Ebenenmodell there can be differed between an educational view and a business view. Role models, managing skills, educational styles as well as the teacher?s personality will be explored. A comparison of the theoretical concept with the conditions of school reality will be made on basis of two qualitative interviews in order to appraise the practical relevance of this topic. The teacher?s role in practice firms is a unique role that arises out of the fusion of the teacher?s role, the managing role and present teacher?s role models of the latest learning methods. The Five Factor Model with its five personal traits is the foundation of the comparison of the ideal teacher?s personality with the ideal managing personality. Several challenges have to be handled by the teachers of practice firms, but in the course of two interviews with teachers of practice firms, the dual role is not being mentioned as the most significant challenge. Therefore a further analysis of the challenges of the teacher?s role in practice firms under a greater view is finally recommended in this thesis.