This study has examined how teachers in Swedish upper secondary schools work to foster a critical perspective through the education in the subject of Swedish. The study is based on qualitative interviews conducted with three teachers, who have given their views on the role of source criticism and critical analysis of literature in the subject of Swedish. Furthermore, they have described how they incorporate these views into their own teaching.The study has shown that the teachers find that source criticism and literary analysis are interconnected, since both depend on a general critical approach, which they both help foster. The main question the study examined was how Swedish education could help foster a critical perspective. The interviewed teachers' ways of working point out a way: teacher C has integrated source criticism and referencing into most of their education, which makes them central to the education in Swedish. Teachers A and B give much time to literary analysis and encourage their students to view the texts through critical perspectives. Teacher B works with film analysis in ways that connects traditional literary analysis with source criticism and thus very explicitly demands a critical viewpoint. There is a difference between teacher B and teachers A and C, in that A and C are quite firm in their usage of codified methods for literary analysis and source criticism respectively, while teacher B incorporates source criticism into their education on literary analysis. This can be understood in their respective goals: teachers A and C hold a view that these methods will lead to the students conquering external knowledge, while B wishes to teach students to use literature as a tool for reflecting on their own lives. The knowledge gained through B's method is internal and reflective rather than external and unfamiliar.The education in Swedish can foster critical persepctives by identifying methods of critical questioning, such as source criticism and literary analysis, and having these form the core of the education. Since literary analysis is a central part of the subject of Swedish, a critical literary analysis can be had as the basis of most assignments, in connection to searching for information and source criticism in the fashion of Teacher C.