This study investigates how teachers in the Swedish school subject textile sloyd uses andpasses theoretical knowledge in a subject where the practical aspects usually have the upperhand. In addition, the study also investigates how teachers interpret how their studentsexperiences the theoretical parts of the subject. The study was conducted using a survey postedin a Facebook group for sloyd teachers and was answered by 44 respondents. Lev Vygotskijs sociocultural theory was used to examine the results and the result was divided into the themescontent, communication, and response. The study shows that all responding teachers findstheory important and that it’s a part of the sloyd curriculum that can’t be neglected, eventhough several respondents conclude that the practical work must get majority of attention inthe subject. Further the study shows that communication of theoretical knowledge in theclassroom is mostly done through showing film. Regarding how the students find the use oftheory in sloyd, the study only examined how the teachers evaluate students’ attitude, and notthe students themselves. Teachers find that students commonly have a good attitude towardsthe theoretical parts of the education, even though its common that students rather would dopractical work.