In this empirical study, we investigate "what" and "how" teachers in Dutch universities of applied sciences (UAS) think they contribute to the development of students' ethical compasses. Six focus groups were conducted with teachers across three programmes: Initial Teaching Education, Business Services, and Information and Communication Technology. This study revealed that teachers across the three different professional disciplines shared similar ideas about what should be addressed in the development of students' ethical compasses. Their contributions were grouped into three core themes: creating students' moral awareness, developing students' moral skills and promoting students' moral professional behaviour. The majority of the teachers used a wide range of planned and unplanned pedagogic-didactic actions (reflecting individual learning and cooperative and group learning) to enhance the development of students' ethical compasses. However, teachers' strategies were mostly unstructured and unreflective and depended on the individual teacher's ability and knowledge to address moral themes. Furthermore, the study revealed two incompatible ideals: as role models, the teachers aimed to exemplify explicitly how to be a professional with an ethical compass. However, they also wanted to adopt a neutral stance because they were afraid to manipulate the students' ethical compasses. Therefore, they avoided promoting the ethical compass that they believed to be the best.