Abstract The purpose of my study was to examine how four social studies teachers in upper secondary school interprets the democratic educational mission and core values, and if they believe that the same values are tools to influence the students' democratic approach and if they think it is possible. It is also the study's minor purpose to make an analysis of my findings and previous research in the area to explain any similarities or differences in the social studies teacher's interpretation and practice of the democratic educational mission and core values. I used qualitative semi-structured interviews as a method in which the interview questions were based on my research questions. The two criteria I had for my sample of respondents was that there would be social studies teacher at a upper secondary school and that I wanted to have two of each sex. Their interpretation and how they think they practice the democratic educational mission and core values are similar. They highlight the importance of students who dare to say what they think, everyone should be treated equally and that they should prepare students for life in a democratic society. They also thought that they could influence students democratic approach but that there were other factors that weighed heavily, for example, the home environment. The answers from my study is similar to previous research. This I explained with the help of Dewey that the social studies teachers are democrats in one way or the other, because of that they possess a willingness to keep democracy and know how it works. Therefore, they convey similar democratic values and knowledge to students so that democracy can continue to exist while the students are given tools to change society within the democratic rules. Keywords: Social study teacher, the democratic mission, core values, education.