With this paper the aim is to find out whether there are any differences in how five students from the north part of Africa structures their tales in comparison with the Nordic tale "The emperor‟s new clothes". The purpose is to look at how the genre pedagogy can be said to relate to these differences. What happens to the "deviant" structures? Based on literature and research on the subject, I have concluded that there are certain patterns of how a tale "should" be structured based on Western standards. These text structures are seen as typical for the genre and are therefore, in accordance with the subject plans, reproduced in the classroom. In the analysis of the student´s texts there has been shown and a rather large variation in how the tales are structured.