The purpose of this essay is to examine the teachers' view of the democratic task in Swedish schools and where they place the emphasis within their teaching. The study is based on a theoretical framework developed by the political scientist Cecilia Arensmeier and the educator Sebastian Piepenburg, which defines three ideal-typical perspectives on democracy education: democratic internalization, democratic action and democratic thinking. The results show that the teachers see the mission of democracy as a central part of the school's activities and that the mission mainly appears in socially oriented subjects, where their main work is to teach the students important values and develop their ability to participate in democratic processes. At the same time, many teachers feel that the mission of democracy permeates the entire school's environment and learning, which is evident in everything from classroom discussions to the school's values-based work.