This study explores teachers’ practice and aims to understand the complexity of and the differencebetween teacher-centred teaching and student-centred learning in the one-to-one computingclassroom. Generally, prior research has examined moving from teacher-centred teaching tostudent-centred learning. Here, we scrutinise one-to-one computing practices in Grades 1–6 inFinland by analysing how power and control emerge from the way teachers organise the physicalclassroom and communicate in practice. We target variations in practical classroom orchestrationas well as in how teachers reason about their practice. A mixed-method analysis was conducted intwo phases, including 15 classroom observations and subsequent teacher interviews. First, aquantitative analysis displayed three clusters of ways teachers distributed power and control intheir classroom orchestration. Second, the clusters were integrated in a qualitative analysis of theinterviews. The findings show that the variations of teacher practice depended on their beliefs andhigher-order learning goals related student autonomy in the use of material resources. It alsoshowed a variation in the way teachers scaffolded students’ individual work and createdcollaborative learning opportunities. In the one-to-one computing classroom, this emerges fromissues that teachers can control inside school regarding the use and organisation of material resources.However, another factor that made teachers adapt their practice was the integration ofheterogeneous student groups into their classrooms.