In an era characterized by increasing diversity and complex problems related to racism, teachers must understand how to navigate these challenges in the classroom. The role of teachers in anti-racist education is complex and requires an awareness of how identity, power, and social norms interact within educational settings. This study examines how upper-secondary school social studies teachers are influenced by their identities and ethnic backgrounds in their approach to anti-racist education, how they perceive their roles, and how they work towards the school's mission to combat racism. The study uses semi-structured qualitative interviews to investigate teachers' subjective experiences. Interviews with teachers from foreign backgrounds reveal significant differences in how anti-racist education is perceived and implemented. Many teachers express uncertainty about how to address racism in the classroom, partly due to different interpretations of the concept of racism and a fear of being accused of racism themselves. This creates a complex dynamic where teachers of Swedish descent, according to the interviewees, often feel more vulnerable in their anti-racist efforts, while in contrast teachers with immigrant backgrounds may feel they have certain advantages and a deeper understanding of the impact of racism on students. The findings indicate that teachers' backgrounds, identities, and experiences with racism significantly influence their views and engagement in anti-racist education. The study also highlights the importance of schools providing appropriate support to teachers and implementing clear action plans and strategies to combat racism.