The Swedish school as an institution has during a period of continuous change and control affected the teacher's profession and agency. One of the biggest resources a school has is the teachers. That is why it is important how the teachers themselves and their work are defined. The purpose of this study is to gain knowledge of the teacher's perception of professional practice and autonomy with the help of a questionnaire survey in the form of a mixed method. There are separate factors that have changed the teaching profession and with the help of a framework theory we can clearly see this. The frame factors are used in our work to gain an understanding of how external factors affect the teachers' profession. This is used as a way of structuring and analyzing the empirical data. Through the questionnaire responses, we have gained knowledge of teachers' experiences and descriptions of their professional practice and autonomy. The results have consistently highlighted the factors that affect autonomy and how this in turn affects the teacher's professional practice. The external factors that the results show are that a higher requirement is placed on documentation and student care, which means that subject knowledge is not prioritized. In relation to this, teachers are also critical of new scheduled activities that are outside the teacher's profession where there is an unclear division of responsibilities and insufficient resources.