Islamophobia is today more prevalent in society and is actually within social sciences. It can be visualized in events such as the Swedish NATO-application and its complications with the burnings of the Quran. It is therefore important that in Swedish schools, students and teachers can treat each other with respect and have a mutual understanding towards each other. The aim of our study is mainly to examine why and how islamophobia is expressed in four different schools from the teachers perspectives. We are focusing on qualitative interviews with the teachers that are from homogen and multicultural schools in Sweden. We have also accounted for the ethical aspects like anonymity and confidentiality. Furthermore, the search engines used for the studies about islamophobia are EBSCO, Swepub and LIBRIS. Our studies shine light on the ethical dilemmas and the teachers strategies regarding islamophobia, but as well as individual safety and integrity. As a result, the studies showed that islamophobic expressions differ between the different schools. In conclusion, it is encompassed by similar reasons. Social identity and media affects islamophobia because they can give an angled image about this specific subject. Conversely, to prevent islamophobia, it is needed to teach with respect and with criticism of the sources as well as having multicultural classrooms. Accordingly, the social sciences play a critical role to form engaged and conscientious citizens in the society.