Abstract:Much research has been conducted on bilingualism, L2 learning and teaching/learning English as a foreign language (EFL) in Sweden. However, few studies are concerned with the situation that may arise when students in Sweden speak English as their first language. As Sweden is becoming more international, and academia and industry are attracting students and staff from the English-speaking world, this situation will become more common. English is taught as a foreign language in Sweden. Courses and teaching/learning materials (TLM) have been developed to that end. Courses designed to teach EFL cannot satisfy the needs of students who speak English as a first language (L1). The students’ learning needs may also extend beyond the teacher's competence, as most of the teachers have learnt English as a foreign language and are trained to teach EFL These are issues that will be explored in this essay.The participants of the study are six students and former students, with English as an L1, and five EFL-teachers. Qualitative data has been collected by conducting interviews. The essay discusses the issues that were raised, implications of the issues and suggestions forimprovement. The results indicate that native English-speaking students find home language lessons and regular EFL-lessons in lower secondary school of little or no benefit. However, they do find the EFL-lessons in upper secondary school beneficial. The interviews indicate there are issues with the available TLM, as they are designed for teaching EFL as opposed to English as an L1. Two of the student interviewees suggested a separate curriculum for native English-speaking students. Several students suggested using TLM that is used for teaching English as an L1 in English-speaking countries. The interviews suggest that a curriculum with TLM specifications could be useful for teachers, as several teachers raised the issue of finding suitable TLM.