This essay aims to answer how teachers interpret the concept of ‘worldview’ and how they convert theirinterpretation to action in the classroom. This means I aiming to investigate what and how do they teachabout worldview, for example what kind of content do the teachers use, how do they include worldviewin the course plan with the rest of the other elements and if the students participate and interact with theown worldview. To analyze this, I have divided my theory into two camps, camp which intend toillustrate a more subjective side of worldview, and the other an objective side, this because it would givethe investigation a wider space, both for interpretation as for analyzing. I have conducted interviewswith seven teachers from five different schools in the regions Värmland and Västmanland. The teachersinclude both men and women, they teach both theoretical programs with students who generally aim tostudy in the university, and profession programs with students who aims to work with a craft professionafter school, and as well teachers who work in a city and in smaller towns. To sort out the result I haveused the method of thematical coding where I focused on what the teachers said and what kind ofpatterns could be detected. With the result analyzed, I concluded that the teachers have differentmethods to conducting their teaching about worldview. Either the teachers included worldviews in areligious or secular context, if they conducted via the religious context, they used worldview as anobjective analytical tool. If they used the latter, the secular context, they used worldview as a subjectiveanalytical tool. And the teachers who chimes in the themes ‘religious context’ and ‘objective analytical’focuses more upon the student’s previous knowledge. The teachers who include in the themes ‘secularcontext’ and ‘subjective analytical tool’ focuses more upon the student’s experiences.