Grammar constitutes one of the core components of a language. It is thus problematic that a gap can be found between steering documents and teacher practices in Sweden. The steering documents provide minimal guidance for teachers regarding grammar instruction, which leads to teachers instead relying on their own beliefs to determine their practices. This qualitative study uses semi-structured interviews to examine to what degree the beliefs and practices in relation to English grammar instruction of four teachers in the southern part of Sweden align with three theoretical approaches to grammar teaching from the reviewed research: focus on formS (FonFs), focus on meaning and focus on form (FonF). The results are characterized by individuality in both teachers’ beliefs and practices, but can also be seen to be fundamentally similar in that, for each teacher, the steering documents provide minimal guidance, and factors such as context and the centrality of the learner in grammar instruction are important. All teachers show tendencies toward the three theoretical approaches, but their actual alignment shifts and varies depending on context. We conclude that the absence of direction from the steering documents has the potential to result in disparate and fractured grammar instruction that can negatively impact the learner. This is therefore an important area that should be further researched to ensure that teachers receive sufficient guidance for providing English grammar instruction.