The aim of this study is to examine how teachers at lower secondary level schools in the swedish school system interpret their role as teachers against the background of what media and reseachers call a neoliberalized school. Since the 1990s the swedish school system has adapted a decentralized and free market governing logic. Following this change is critique of its concequences on the school, the teaching and the students which is covered by both researchers and media. The neoliberalization of the school system is well explored with a predominant placement at a macro level portraying the school’s diversification at a system level that focuses on the principles and intentions behind the schools change and their consequences. The teachers are researched in some articles but often from an outside perspective instead of an inside perspective with the teachers’ own reflections. In this study the teachers’ own reflections on the effect of neoliberalized school on their roles as teachers are studied aswell as the relationship between the professional role and the private role and if and how they perceive the affect of neoliberalism on both the professional and the private role. This was conducted through semistructured interviews with five lower secondary school teachers in the medium sized city Växjö in Sweden. The results show that the respondents does not feel affected in their teacher role by neoliberal values of the system but they reflect on the theoretical differences between private and municipal schools and material consequences on the professional practice.