In the beginning of January 2020, the Swedish government publicly proposed a billrecommending a possible stop on the establishment of new independent schools with aconfessional profile. While the bill has been praised by certain groups others have claimedthat it lacks legal ground. Many claims have been made by means of societal debates both forand against independent schools with a confessional profile in Sweden, yet previous researchshows that the arguments supporting these claims are often lacking an empirical foundation.This is due to what certain researchers have described as a general lack of knowledgeregarding confessionality and schools within society and compounded by limited amounts ofresearch available on the subject of confessionality in schools. The aim of the thesis istherefore to examine issues regarding confessionality and the educational system in Swedenand give an overview of what scientific research has to say about the topic.A discourse analytical approach is used to examine empirical data from existing rapports,articles, and other publications of a scientific nature. Questions about confessionality andschool choice, both strategies and opportunities, are discussed and issues regardingsegregation, integration, and the rights of minorities in relation to confessionally profiledschools are scrutinized through the lens of a social theoretical perspective. The results showthat the options of choosing a school with a confessional profile in Sweden are limited basedon the number of schools in existence and the denominations that they represent. In addition,the confessional elements permitted within these schools are strictly regulated by Sweden’sschool inspectorate and, thus, are minimal. This is according to the limited research available– predominately focused on ethnological field work at Muslim profiled schools in Sweden.Furthermore, parents’ choice strategies for choosing schools with a confessional profile areshown to be based on a variety of factors, not the least of which a disappointment with publicschools. The main conclusion draw within this thesis is, however, that in order to makedefinite claims about confessionally profiled schools and the role that they may or may notplay regarding educational issues in Sweden requires more research to be performedinvestigating confessionality and schools.