We  examine  how  Swedish  directors  of  education  describe the conditions under which they lead research-based education.  The  empirical  data  was  collected  via  questionnaires  that  were  distributed  via  e-mail  to  all  Swedish  directors  of education in charge of primary and secondary schools. Our results are based on a ‘frame factor’ theoretical perspective.Directors  of  education  judge  themselves  as  being  well-prepared  for  the  task  of  ensuring  that  research-based  education  is provided  to  the  students.  They  envision  their  role as  one  where  they  read  research  reports,  but  they  do  not  disseminate  this scientific  knowledge  throughout  schools.  The  directors  assess  teachers  as  having  the  least  responsibility  for  ensuring  that research-based education in primary- and secondary schools is provided to the students. From a cultural frame perspective, the results of the study reveal that school director considerably overestimate their ability to manage a scientific based education.