This paper explores the curriculum of the Swedish social science course Samhällskunskap 1 b. This is done by analyzing the curriculum in question combined with semi-structural interviews of five teachers, exploring their experiences in teaching the course. The paper applies theories associated with street-level bureaucracy, originally from Michael Lipsky. The premise of the study is that teachers are bureaucrats who must follow a specific curriculum. The study concludes that the theories of street-level bureaucrats are applicable to the situation of social science teachers in their relation to the curriculum. The study also concludes that the interviewed teachers all interpret the curriculum in slightly different manners. This could in turn be seen as a possibility for the individual teacher to adapt the course to suit a range of students, as well as something that potentially threatens the fundamental reasons of a curriculum.