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Building on two situations from practice, the potential of undecidability - when it appears in schools’ literature teaching - is analyzed and discussed. This is done with a focus on undecidability in the field between the text, the students and the teacher. For this purpose, we set up a didactic model in three stages, which are: The ontology of undecidability; the typology of undecidability; and the mode of undecidability. In other words, what is undecidability? How can it be measured? And how does it play out? The purpose is to approach an actual didactic model of undecidability, where the point is that if the potential of undecidability is to be redeemed, all classroom actants must be on board; the text must contain undecidability, the teacher must dare to use it, and students should be receptive to it., Med afsæt i to praksisbilleder analyseres og diskuteres potentialet i uafgørligheder, når de optræder i skolens litteraturundervisning. Det gøres gennem et fokus på uafgørligheder i spændingsfeltet mellem teksten, eleverne og læreren. Til det formål udarbejdes en didaktisk tretrinsraket, der indeholder uafgørligheders ontologi, uafgørligheders typologi og uafgørligheders modus – altså hvad er uafgørligheder, hvordan kan de inddeles, og hvordan kan de gøres? Formålet er at nærme sig konstruktionen af en egentlig uafgørlighedsdiaktik, hvor pointen er, at hvis potentialet i uafgørligheder skal forløses, så skal alle klasserummets aktanter være indstillet på det: Teksten skal indeholde uafgørligheder, læreren skal turde bruge dem, og eleverne skal have en modtagelighed overfor dem.