Pupil influence is supported by UN convention and legal text, yet it seems to be difficult to realize in school practice. Meaning and purpose of pupil influence appears unclear and can be understood and interpreted in different ways. The aim of this study is to examine, describe and thereby contribute to a better understanding of the phenomenon of pupil influence. The method used is Fairclough’s three- dimensional model for critical discourse analysis. The empirical data consists of focus group interviews with 9th grade pupils and the curriculum, Lgr 11. Four discourses are identified and discussed in relation to the results-driven and market-oriented Swedish school; a learning discourse, an individual discourse, a responsibility discourse and a conditional discourse. The results show that the pupils look upon pupil influence in school in relation to subject knowledge here and now and not as skills to acquire for a future active democratic citizenship. Contrary to the curriculum the pupils articulate pupil influence as a prerequisite for learning. Pupil influence seems to be regarded as individual and personal, and equated with having opportunities to make decisions. Areas possible to practice pupil influence on are characterized by being measurable and to provide a basis for comparison.