This study analyses the Swedish curriculum for upper-secondary school in relation to the three domains of educational purposes identified by Gert Biesta in the book Good Education in an Age of Measurement (2010), the three domains being qualification, socialisation and subjectification. The study analyses how the three domains are expressed within the curriculum and discusses how the results of the study relate to the schools overall purpose as well as its implications on the Swedish upper-secondary school education, in regard to students versatile education and growth. The research-questions are as follows: Which domains of educational purposes are expressed within the Swedish upper-secondary school curriculum, and how are these being conveyed? When answering the research-questions the study utilizes policy analysis. The results of the study show that all three domains of educational purposes are expressed within the curriculum. Different domains are highlighted in different sub-chapters. However, no predominant emphasis on either domain can be distinguished based on the analysis. Some of the educational purposes have been merged together, whilst others are kept apart. Further, guidelines as to ”What should be thought” and ”How we ought to teach and educate” tend to overshadow the purpose of education, ”Why we teach and educate students”. The study thus argues that there is no discord between the content of the curriculum and the schools overall purpose, as it is stated in The Swedish Educational Act. Moreover, the study argues that the results of the study may have a direct impact on the Swedish upper-secondary school education, they may both hinder and support students versatile education and growth.