The paper aims to add to what is known about how contextual prerequisites and governance systems affect art teachers’ professional freedom, a topic of global significance. Previous research shows that Visual Arts education has not been aligned with current syllabi. This discrepancy is partly explained by ‘a lag’ in the teachers’ subject conceptions given that visual arts teachers traditionally enjoy considerable professional freedom while designing their teaching. That is only one explanation; in contrast, this article, set in the Swedish educational context, enhances understanding of policy enactment in the visual art subject, with relevance for global educational policies. To understand how contextual conditions and patterns of governance determine the level of teacher autonomy, in-depth semi-structured interviews with ten art teachers in the Swedish 9-year compulsory school were conducted over 10 months in 2022, coinciding with the implementation of a new curriculum. In addition, staff from the National Agency for Education (NAfE) were interviewed, and NAfE materials were analyzed. Employing policy enactment theory, the analysis shows that contextual factors significantly influence the prerequisites of policy enactment. Further, the goals- and results-based management of schools challenges art teachers’ professional freedom as teachers adapt to the principles of governmentality. This, in turn, makes enacting new art policy challenging and time-consuming.