This study concerns teachers’ in-service training and how teachers by the use of the variation theory can be more content focused and less method focused when planning instruction. Our point of departure is that instead of choosing method, no matter content, the content should be decisive in the choice of method. The aim of the study is to describe this change of perspective, i.e. how teachers develop theoretical knowledge about the importance of focus on the content when planning instruction, and in what way(s) this have impact on the pupils’ learning outcome. The group of teachers was introduced by the researchers to the variation theory. The theoretical framework is thereby strongly content related, and by analyse of the learning object’s critical aspects the teachers are guided to focus on the content. The question “what does it take to develop knowledge about the learning object?” has to be answered before choice of method can be decided. The method used is learning study, a fusion between lesson study and design experiment. The teachers (6) have carried out nine research lessons, in six learning study cycles (containing three lessons each). The students belong to six different classes and are 9 to 11 years old. The result shows the benefit of using variation theory by increased learning outcomes shown by the pupils in relation to the shift of perspective shown by the teachers.