The aim of this master’s thesis is to compare the English syllabus for secondary school in Sweden and the English syllabus for (the age equivalent) junior high school level in Japan, with a focus on communicative competence as it is defined by Canale and Swain (1980). Moreover, the results of the syllabus analysis are compared with qualitative data gathered from in depth, semi-structured interviews with three active English teachers from secondary school in each of the respective countries. The qualitative data is discussed on its own and the teachers’ views, their teaching practices and their interpretations of the syllabus are contrasted with the directives and teaching guidelines described in the two formal syllabi.   The objective of this thesis is to shed light on similarities and differences between what the English language syllabus for secondary school in Sweden and Japan suggest about communicative competence, and compare the findings with teachers’ interpretation and implementation of the syllabus.   The findings of the study reveal significant differences in the way the syllabi treat communicative competence and this is corroborated by the teacher interviews. Though both syllabi have set developing communication skills as an outcome, the analysis highlights key distinctions between the documents. Qualitative data gathered from respondents further distinguishes the way CLT has been implemented in Sweden and Japan.