While social robotics have great value creation potential in education, their fit remains unclear, and usage limited. We utilize the lens of Service-dominant (S-D) logic in investigating how value co-creation (and co-destruction) may occur among actors in the educational use of social robots. Our thematic analysis of 10 qualitative interviews with primary school teachers underscores that social robotics herald value co-creation potential by complementing traditional classroom teaching, enabling student engagement and motivation, and supporting teachers in their work. In addition, we identify value co-destruction dimensions relating to teachers’ earlier experiences, attitudes and prejudices towards social robots which could lead to resistance to change and inequalities between teachers and students. This study extends previous understandings of educational social robot use and offers practical guidance to educators and authorities on the matter.