The purpose of this study is to examine the critically raised concern on whether the Liberal party of Sweden, in policies regarding the compulsory school, really represents a liberal policy or if it actually functions more as an ambassador for conservative ideals. An ideology analysis is employed for the purpose of answering the research question, which asks if the party’s changed viewpoint on the compulsory school between the years of 1990 and 2010 could be understood in terms of an ideological alternation. The analysis is carried out by an examination where the party’s policies are linked to common definitions of the two political ideologies, with the assistance of an analytical tool consistent of a series of educational philosophies. The philosophies are to be seen as a dictionary to “decipher” what the party really says in their agitated views on the compulsory school, and therefore used as a bridging entity for uniting opinions and policies specifically regarding school and education, to the wider scope of the political ideologies.The result of the study shows that, not only has an ideological alternation not taken place, but the analysis also came up with the findings that neither has a changed viewpoint on the compulsory school been deployed. Right from the first measure in time (year 1990) the party’s policies has, to the greater part, been characterized by conservatism. A result that prevails throughout the whole time span of the study.