The purpose of this thesis is to try to find out what effect subject oriented projects like Energiutmaningen has on the teachers, with a focus on teachers’ physics education. What was the experience for the teachers who participated and what effects did the project have on them. Four teachers were interviewed through qualitative interviews. From the result it showed that the most experienced teachers, who have been teaching physics for many years, gained a new perspective of their teaching, through their participation a development showed in their education. Before Energiutmaningen the practical teaching mostly consisted of strict laboratory exercises. The main reason was due to the time allotted that held back a more stimulating education. Today, the teachers are utilizing more open-ended laboratory exercises, instead of the more strict, and are developing their education with aspect to the students. Instead of just trying to capture the students’ interest, they are today more focused on challenging and trying to raise the students to a higher level. The teachers achieved this by including more open- ended laboratory exercises and by having more focus on the communication in physics as a subject.  The project has also contributed to give the least experienced teacher a higher sense of security, since she doesn’t have as much experience as the others in teaching physics. For the least experienced teacher the development was focused on a higher sense of security in teaching physics. Before the project she didn’t have much self-confident in her teaching, due to her limited knowledge. The results after the project shows that she now has a bigger sense of security in her teaching, but this is not something she can put to use due to her not teaching physics today.