With the backdrop of newly admitted restrictive asylum policies in Sweden, a new law that made temporary residence permits available for studies in upper secondary school was adopted in 2018. This study aims to analyze how grassroot bureaucrats experience the implementation and result of the so called “upper secondary school act” (2018:755). The use of a possible discression and the laws’ policy documents from the grassroot bureaucrats’ perspective is the focus of the analysis. The study is based on 10 semi-structured interviews with teachers that have implemented the law in smaller Swedish municipalities. The analysis uses qualitative text analysis combined with the theoretical framework “State agent or citizen agent: two narratives of discretion” (Maynard Moody & Musheno, 2000). The study finds that the implementing teachers mainly makes decisions based on enabling a permanent residence permit for the students both in using their discression and handling the policy documents. The teachers describe the law as strict in many aspects but also helpful to students. They teachers emphasize their hard work, flexibility, cooperation with each other and with the non-profit civil society in creating a good implementation. The theoretical citizen agent narrative in contrast to the state agent narrative (Maynard Moody & Musheno, 2000, 348-356) mainly conforms with the interviews on these points, except for the cooperation with the non-profit civil society, which may need more exploration.