Teaching about controversial and complex subjects is a matter that becomes relevant for aswell as every teacher who manages the education of social studies. This point is strengthened by the Swedish National Agency for Education's curriculum for the subject of social studies. Social studies contain a variety of subjects that can be seen as controversial, where many of these are also inevitable to be exposed to in teaching. However, there are different strategies and approaches associated with the challenges of different complex subjects, where the methodology behind the pedagogical and didactical choices varies depending on individual teachers' professional practices. Internal variations also exist in the conceptualization of what constitutes a controversial subject, as the controversial nature of a subject is part of a socialcontext that in turn is part of a changing social process.

The aim of this study aims is to compare whether there are any differences or similarities associated with how teachers approach these subjects depending on whether they have several years of teaching experience, as opposed to if they have based their experience from the internship-periods connected to the teacher training college. These analyses are to be made within the context of the teacher's interpretation of what constitutes a controversial subject. The research subjects in this case study are experienced teachers in Swedish gymnasiums, aswell as teacher-trainees who at the writing of this study is working on their master thesis.