The Swedish school, or more precisely, the school results of Swedish pupils, is a topic widely discussed in media, the newspapers and among teachers and parents. Everyone seems concerned about the knowledge requirements and there are many discussions about how to change the negative spiral. With the change of national study plans from the earlier Lpo94 to today´s Lgr11, many questions have arisen about how to plan and evaluate teaching. Against this background, the aim of this essay is to verify what influence the new national study plan has had on Spanish teaching, the study books in Spanish and evaluation in upper secondary school in the communities of Skövde and Mariestad. Our focus is delimited to the five competences of a language: listen, read, write, speak and communicate. In this essay we part from four hipotheses. In the first place, we believe that the national study plans, Lpo94 and Lgr11, are very similar, but that there is a greater focus on the competence of communication in Lgr11. In the second place, we believe that the tests in the teacher´s guides are more or less adapted to the five competences depending on if they were published before or after the change of national study plans. Our hipothesis is that the newer tests are more adapted to the competences than the older ones. In the third place, we believe that some teachers have adapted (more or less) to the new system and that others have not. In the fourth place, our hipothesis is that those teachers who have adapted to the new system, evaluate all the five competences, with greater frequency and also make their own material to a greater extent than others. The method used in this essay is a comparison between the national study plans and the Spanish teacher´s guides. We have also made surveys among the teachers in the communities of Mariestad and Skövde. The results of our study show that there is a high similarity between the national study plans, but that there is a greater focus on communication in Lgr11 when it comes to knowledge requirements. The tests in the teacher´s guides differ a lot, and not many of them have been republished since the system change. Interestingly, there is only one of the teacher´s guides with tests that correspond to all five competences, and it is a book published before Lgr11. Furthermore, the teachers in our study respond differently on how they believe that they have adapted to the new system. Half of them think that they ii have made no changes at all, but the results show, surprisingly, that all the teachers evaluate the five competences of a language and there is also a tendency to evaluate the pupils more often than before. It seems like the new national study plan has had an impact on all the teachers in our study.