The aim of this degree project essay is to find out in what ways and to what extent English teachers in Swedish upper secondary schools take gender equality into consideration when making didactic choices about teaching materials and classroom activities, how they motivate their choices and whether they identify any problems with the gender equality goals in the national curriculum. I interviewed four upper secondary English teachers and conducted an inductive content analysis of the transcribed data. To understand and interpret the data, I draw on theories of the gender system and previous research on the topic. The findings reveal that the interviewed teachers do take gender equality into consideration when making didactic choices to varying degrees, but that gender equality is not always a priority in the classroom. The results also show that the teachers have a traditional perception of gender that affects how they think about their students and themselves, and that they seem to be unaware of their own biases. The teachers identified several problems with the gender equality goals, such as them being time-consuming, not inclusive enough and easily forgotten. The essay provides examples of what English teachers in Sweden consider when making didactic choices in their teaching and suggests that English teachers would benefit from alterations in the English syllabus to include gender issues. This degree project essay can contribute to an interest in further investigating teachers’ motivation and awareness of the gender equality goals in Swedish upper secondary school and help identify what can enable more teachers to make explicit choices for a more inclusive and equal education for all.