This study focuses on teachers in civics and history in Swedish upper secondary schools. The study aims partly to examine how the teachers use film as a teaching method and how they motivate film as an educational tool in their classes. The study also assesses the thoughts of teachers regarding the optimal usage of film as an educational method. The analysis is based on qualitative interviews with six different teachers, all currently working in two different schools in the Southern parts of Sweden. To analyze and process the interviews we used didactics as our main theoretical focus, but also a hermeneutical perspective to interpret the outcome of our research. Furthermore, we’ve presented previous research about the usage of film in schools and how teachers use it as a teaching method. The results show that all teachers in our study use film as a source of education and that they all can motivate why they’re using film in their classes. The results also show that teachers are bound to the Swedish curriculum and limited time when they work with film in school, so even if they want to work with film more or differently, most feel that it’s hard to do so at the moment. Lastly the results show that film can and should be used in school as an educational tool, as long as it’s done properly and with a clear thought process from the teacher.