This study explores how teachers in social studies experience balancing their professional autonomy with the requirements for equivalent education, which can be described as a critical issue in contemporary educational discourse. Despite the legislative backing for equivalent education in Sweden, the implementation and maintenance of such standards pose a considerable challenge, notably for social studies teachers. These professionals are tasked not only with curriculum compliance but also with cultivating inclusive learning environments that cater to the diverse needs and development of all students. This qualitative study utilizes Colnerud's dilemma model and Self-Determination Theory(SDT) as its theoretical framework. It investigates the experiences of social studies teachers' professional autonomy, the strategies they use to manage this balance, and how these strategies impact their pedagogical practices. Additionally, the study explores the opportunities and challenges associated with equivalent education. Contrary to initial expectations, the findings reveal that there is no perceived tension between professional autonomy and the requirement for equivalent education. Instead, the interviewed teachers report a significant sense of autonomy, competence, and belonging. While the teachers recognize opportunities for promoting equitable education, they also face numerous challenges in its implementation on a political level.