The chapter is a reflection on my own knowledge development work as both a nursing teacher and project manager for a collaborative project at a nursing home in a different cultural context than my own. The basic perspective is an understanding that knowledge is situated, and therefore different understandings of knowledge practice will come into play when meeting each other. The focal point of the reflection is my own bodily resistance and emotional touchiness when observing wound care performed by local nursing students according to instructions from the local wound nurse. This bodily resistance as a form of counter-conduct is understood based on phenomenological insights about the body and emotions, and their possible influence on knowledge and learning practice. Furthermore, the view of learning is discussed with Foucault’s concept of pastoral power as both a disciplining power and a caring power, and possible opportunities to change practice.