This study aims to explore how music teachers’ perceive student influence and how they talk about implementing student influence in their teaching, which is based around the Swedish compulsory school curriculums’ (Lgr22) guidelines for student influence. The study uses a qualitative method and semi-structured interviews with four certified secondary school music teachers. Phenomenography is used as a theoretical framework, and method for analysing different perceptions among the teachers. The result shows a variation in the teachers’ perception about student influence, and how it should be implemented. All teachers in this study implement student influence to a varying degree. The curriculums’ guidelines are questioned by some of the teachers, whether they are feasible in all aspects. Other teachers see the guidelines and student influence as a natural part of their music teaching, and involve the students in planning and evaluating their lessons. Student influence is implemented by all teachers when it comes to choosing what instrument they want to play. In other areas, like choice of songs to play, there is a clear difference whether they let students choose, or if they as teachers decide all songs. The study also shows that the teachers see a positive connection between student influence and increased motivation and interest among the students. Building positive student - teacher relationships is also seen as an important factor for the way student influence is implemented, although for different reasons among the teachers. Despite their different perceptions and ways of implementing student influence, a common goal for the teachers is to develop the students’ musical learning and abilities to reach their full potential.