The Swedish schools’ “värdegrund”, or as it would be called in English, the Swedish schools’ fundamental values, are something that’s been granted the first chapter in the national curriculum. It’s something quite unique and not something you’ll find in other nations’ curriculums.1 The questions this study has been asking is not why it exists but rather how teachers interpret it and how they work in relation to these values. Another question that’s been raised concerns how teachers relate to the fosterage role that is assigned to them according to the curriculum. To answer these questions a qualitative interview study has been conducted where six upper secondary school teachers were interviewed. The interviews where analyzed thematically and then further analyzed and discussed in relation to different theoretical perspectives.2 The study found that even though these teachers were somewhat vague in their interpretation of the fundamental values they still showed an awareness about the central principles of it and how to work accordingly. The study also showed that there were two ways the teachers worked according to the fundamental values, in this study these were named: “the conflict solving fundamental values” and “the knowledge mediating fundamental values”. The study also found that the teachers’ relations to their fosterage role is quite strong and that it’s something they try to act according to.