The creation of the teaching as a government employees' body, in the Spanish case, is recent. The educational policies developed by the Spanish State, at the beginning of the 20th century, were directed to assure that teachers should have an insured salary. This right was not guaranteed until that moment because they depended on local and provincial instances. Since the Law of Budgets of 1901, the State was guaranteeing the punctual payment of the salaries to the teaching. Nevertheless, this general politics could not be extended to the whole territory since the Basque Country and Navarre were enjoying a particular privilege as they had the Economic Agreement, which was an agreement between the State and these territories. In these agreements a series of attributions was recognized to the territories on the part of the State. In this contribution we are going to analyze the situation of the Basque teaching from the end of the 19th century up to the first third of the 20th century because it is a key period to study the different agents who took part in the process of normalization of the teaching in the Basque Country. In this sense, it can be observed: 1) the standardizing politics of the State; 2) the policies of the Provincial Council of the Basque territories, raising new forms of formation of the Basque teaching; 3) the actions of the associations of the Basque teaching, requesting the equalization of the Basque-Navarre teaching to the one that the rest of Spanish colleagues had; 4) the professional press of teaching claiming the aforementioned ones and 5) the creation of alternatives to the official teaching of the State from some city councils, through the creation of a municipal and a rural teaching. In all this process, the role of the associativism of the teaching, through the Federation of Associations of the Basque-Navarre Teaching, and the professional magazines (“El Magisterio Alavés”) was a key element. The aim of this contribution is to reveal the existing conflict between the Spanish State and the Basque territories in relation to the teaching, indicating the set of agents who were rose up before this situation. This paper is the result of a research project financed by the Spanish Ministry for Science and Education, project number EDU-2010-15218. The authors are members of the Group for Historical and Comparative Studies in Education – Garaian, recognized by the Basque Government, registry number IT 603/13 and of the Unity of Education and Research “Education, Culture and Society (UFI 11/54)” of the University of the Basque Country UPV/EHU.