The aim of this study is to investigate what educational approaches and strategies that are used by five teachers of English as a second language (ESL) and how they differ between three different schools. This was done through reviewing literature about educational approaches and strategies in ESL and analyzing the responses from a questionnaire given to five teachers in grades seven to nine at three different schools. The results showed a wide usage of the following approaches and strategies: using computers, including drama and role-playing, watching films and TV programs in English, listening to radio, news, or songs in English, using code-switching, encouraging pupils to speak like native speakers, teaching about cultures where English is spoken, and promoting discussions and social interaction.   The results of this study showed that most of the differences exist between the individual teachers rather than between the schools, when it comes to the use of and attitudes towards these approaches and strategies. However, the two which differed the most, judging from the responses, were: using code-switching and encouraging pupils to speak like native speakers. In these two cases it was possible to see differences both between specific schools and teachers.