This bachelor's thesis aims to shed light on the professional ethical dilemmas that may arise in public libraries, what tools the librarians use, and what role experience plays in ethical thinking. With a theoretical framework based on Dreyfus and Dreyfus, as well as Säljö, we paint a picture of how ethical learning takes place in accordance with the five-step model, as well as how different tools can be used at the different levels of learning. Our findings suggest that experience is not equal to be an ethical expert, and that the tools that the librarians uses are useful on the lower levels of awareness, but that the librarians tends to act with more intuition when he/she grows more in their experience, although there are some cases where the expert still uses rules.