The purpose of this study is to contribute knowledge about students’ experiences of neutrality and the opportunity to discuss societal issues in lower secondary civics education. The study is based on two research questions. The first question aims to examine how students perceive neutrality in civics education, while the second aims to investigate how students perceive the opportunities to express opinions and participate in classroom discussions in civics education. The study is a qualitative interview study in which focus group interviews were conducted with ninth-grade students. The study is based on a phenomenographic theoretical approach focusing on variations in students’ experiences of teaching. The material was analyzed through thematic analysis, and the results are presented through different themes connected to the research questions. The results show that students’ perceptions of neutrality are complex and vary between groups. Students perceive neutrality as teaching that presents different perspectives without portraying one perspective as better than the other, although this is influenced by the teacher’s role and the classroom context. Classroom discussions are perceived as important for developing an understanding of different perspectives and for forming independent opinions. At the same time, several students expressed some concern about expressing opinions that differ from those of the majority or the teacher. The study contributes to a student perspective of neutrality and classroom discussions in civics education, which differ from previous research that has primarily focused on a teacher perspective.