School-age educare centres in Sweden have previously not engaged in teaching guided by objectives, but since 2016 there has been a legal requirement to do so as part of an assignment to complement the knowledge requirements in school. Through focus group discussions with children and school-age educare teachers this study explores how it is possible to teach in a voluntary educational programme such as school-age educare. The analysis problematises the voluntary nature of school-age educare in relation to the requirement to teach by using the concept liberal arts of rule while asking what can be governed and how one can govern in these centres. The results show that the children willingly participate in school-age educare since they experience themselves to be free and with great opportunities to play when in the centres. At the same time, the teachers fulfil the complementary assignment by disguising learning while teaching undercover.