The purpose of this study was to create a deeper understanding of how music teachers in Sweden interpret the phenomenon equal assessment. The purpose was also to investigate how music teachers practice equal assessment in the classroom. To achieve this a phenomenographic analysis of qualitative interviews with four music teachers. All of these participants were work at various upper-level lower secondary schools in southern Sweden. The results of the study show that the participants see challenges in carrying out an equivalent assessment in the music subject. Co-assessment is seen as a relevant approach to promoting equivalent assessment. The results show, however, that there are problems with co-assessment. One problem that is raised in the study’s result is the fact that music teachers are often alone in their subject competence and can therefore not discuss with colleagues. The participants also experience difficulties in assessing instruments outside their own instrument competence in an equivalent way. The results of the study show that formative assessment is used to give students the opportunity to achieve as high grades as possible during the work process at the individual level. Formative assessment is also described as part of the work with student health, which in turn promotes an equivalent education. In previous research, teachers' “gut feeling” is described as a problem in the equivalent assessment work, as it is considered to be substantiated by subjectivity. The results show, however, that gut feeling is seen as one of the music teacher's most important tools in teaching and that it should not be seen as subjective opinion but rather part of the music teaching profession.