This paper aims to contribute with knowledge about how social studies teachers handle and relate to extreme political opinions both inside and outside the planned teaching. To answer these five interviews where held with teachers that teach the subjects of social studies, religion, history and geography on a secondary school level with focus on the subject of extreme political opinions within the social studies field. The interviews where semi structured and part of a qualitative interview study. Two analytical tools are used to process the information from the interviews. The result of the study shows that the handling of extreme political opinions changes depending on the location. Where teachers act more strictly outside the classroom than within. This change in handling can be traced to the changing roles of teachers inside and outside of the classroom. The teachers also act in manner to educate values outside of the classroom. Inside of the classroom the teachers had more leniency to let the pupils discuss difficult subject and form their own opinions. There was also a discrepancy between the teachers handling of extreme political opinions and their attitudes towards this handling seen predominantly in the classroom where the teachers attitudes where more in line with open discussion and letting the pupils create their own view on the subject in contradiction with their handling that was more strict and led by the teacher. All the teachers in the study saw handling extreme political opinions as a good step in the education in democracy and none of the teachers found a contradiction in handling extreme political opinions and the central values of the Swedish school system.