The purpose of this survey is to analyze how civics teachers relate to freedom of speech in their classrooms. To examine this I want to study following questions a) What arguments for and against freedom of speech in the classroom do the teachers use? b) What strategies do the teachers use in class discussions to not risk result into conflicts or violating expressions? To analyze this, I have used a qualitative method in terms of interviews with six different teachers from both primary schools and secondary high schools. This was made on different locations in Sweden. The main theoretical points for this survey have been from Ulf Petäjäs freedom of speech theories how the western countries of democracy and its populations today doesn´t consider its value, but instead mostly talk about its boundaries. Also, Carsten Ljunggren and Ulrika Unemar Östs strategies amongst teachers when it comes to class discussions, what roles they choose to assume. For example, a moderator who let the students discuss freely, or an educator to maintain control over the classroom. And finally, Tomas Englunds deliberative discourse and Olga Dysthes dialogical dialogue regarding strategies how teachers engage in class discussions. The conclusions that I find are that the freedom of speech, teachers strategies and the teachers view towards the freedom of speech is never static but conditional to the climate of the discourse, depending on which subject they teach and how well they know their students. Which leads to my most definitive conclusion, that the freedom of speech among these teachers in this suvery is situation contingent.