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Goals. The aim of the study is to find ways to support the execution of complete craft process by examining craft teachers' understandings of the concept of complete craft process and their ways to put it into practice in craft teaching. To find these ways and to assimilate the concept of complete craft process is topical issue at the moment, because craft teaching should instruct pupils to master the complete craft process according to the aims in the becoming Finnish National Curriculum (POPS 2014). Methodology. The study is qualitative case study. It was implemented by interviewing six craft teachers, which had worked in secondary school. The themes in this focused interview were structured on the strength of the previous surveys, which have defined the concept of complete craft process and suggested ways to support the phases of the complete craft process. These definitions and ways instructed also the content analysis of the transcribed data. There were also used the ways of phenomenology analysis in the examining of teachers' understandings. Results and conclusions. The teachers defined the complete craft process as pupil-oriented way of making crafts. In their opinion the phases of creation, design, making and reflection can be executed in the same time and repeated during the craft process. The phases can also get different kind of emphasis. Even though all interviewed teachers told a lot of reasons for the execution of complete craft process from the view of learning, some of them found reasons for craft teaching partially for example in teaching craft techniques. The teachers' ways of support the phases of complete craft process surrounded the themes of pupil-orientation, interactive learning, personal instructing and conceptualization of the complete craft process by documenting the phases. The supporting ways of execution of complete craft process can be divided to teacher's skills, attitudes ja pedagogic decisions. Pupil-oriented teaching requires that teacher has knowledge about pupils and openness for pupils' ideas. The teaching should also be done according to the pupils' skills. The assignments should instruct pupils to master the complete craft process within the limits of the using resources. The formulating of this kind of assignments presumes that teacher acquires the concept of complete craft process as the foundation of craft teaching and motivates pupils by engaging and encouraging them in the craft process.