There is no further training in management in teacher education programs, which can create uncertainty among teachers in terms of management. According to the curriculum, the teacher should base it on a democratic approach, but how does it look in real life? The purpose has been to investigate how practicing teachers perceived management and their own leadership style, whether they made conscious choices and if so, whether they then had any purpose in their leadership style. Teachers' views of a good leader and how much influence students have on the teaching, enter into these issues. The survey is based on a qualitative research approach, based on interviews with four active teachers. Although observations were made they did not play any major role in this investigation. They did however provide me with an important context for the interviews conducted. The theoretical basis is drawn from Christer Stensmos books Leadership styles in the classroom and Classroom management. From these books, I have picked out what’s relevant for my essay and summarized it. The democratic and the authoritarian leader, six different leadership styles and their effect on the five dimensions of tasks Mr. Stensmo have written about, has been the foundation of this essay. These five dimensions are: control, motivation, grouping, individualization and planning. I have come to the conclusion that the interviewed teachers believed that their management has an important significance in the classroom, but the teachers, however, may be insecure in their leadership style. The majority of the teachers interviewed had not made conscious choices of leadership styles. One conclusion that has been drawn is that teachers can work with leadership issues, without being fully aware of them.