This study aims to discover Swedish upper-secondary school EFL teachers’ attitudes toward vocabulary teaching and learning, which methods they use in teaching vocabulary, and what methods they find to be most effective and most ineffective in teaching vocabulary. Teachers' attitudes toward vocabulary teaching is important to discover simply since it is heavily under-researched. Research states that a combination between incidental and intentional vocabulary learning is the most effective way of learning vocabulary. The current syllabus, Gy11, in Sweden does not advocate teaching vocabulary explicitly, but the future syllabus, Gy25, does. The data was collected through a questionnaire which contained both Likert scales and free-text answers and the data was analysed quantitatively and thematically. Teachers thought that students are unmotivated and lack a broad enough vocabulary, that teaching vocabulary can be difficult and that teaching vocabulary is important. Teachers use varying methods in teaching vocabulary, and they are not in agreement regarding deeming which methods are the most effective or ineffective. Teachers should probably teach vocabulary in a combined manner to a somewhat greater extent than what they do today in order to combat students’ lack of vocabulary breadth.