In 1998 Swedish pre-school classes, for six-years-olds were introduced as part of the compulsory schoolsystem. These pre-school classes share the same curriculum with primary schools. Basically, this meansthat the local authority can organize children so that six- and seven- year olds can work together in school.During their first year in school these children have been co-operate in joint activity in mixed group withsix- and seven year olds. The aim of this study is to illuminate and discuss the encounter between six yearolds and school. What happens when younger children enter school? Are the children able to practicelearning according the earlier experiences and abilities? In what way can the educational setting giveaway expectations of what the children are able to do or not to do? Data were collected through individualinterviews with the children after their first year in school. Theoretically the study is based on socialconstructionism perspectives and the discourse concept of Foucault.The findings from this study will discuss how children understand being in school comparing with theirprevious time in pre-school. According to the concept of discourses I want to raise the question whetherthe school is a place with invisible and unspoken boundaries.