In most Western countries democratic values are discussed nowadys. In school as well as in the society there is a stress on democratic values and citizenship. For instance, The European Commission has decided to give priority to the issue of citizenship during the period 2000-2006. Democracy and democratic values, according to the Swedish curriculum, should form all actions and activities in pre-school and school. The Curriculum for the compulsory school in Sweden talks about "the basis of value" in school (värdegrunden). Norms and democratic values, ethics and moral issues should be an important part of the education for all kind of trainee teachers. In guidelines from the Ministry of Education for headteachers is the democratic leadership and "the basis of value" emphasized. Then, is there a common idea of how to understand democracy and the so-called basis of value?Empirical data from a group of trainee teachers and headteachers (130 altogether) shows that they understand and interpret the concept democracy and the meaning very different. The analysis shows that democratic values may appear sustainable and common but they seem to be taken for granted. Situations and behavior in school is seen as something that is a threat against democracy and by others something that could fertilizes and stimulates the democracy.The data also includes an answer from these groups why they believe this theme is a topical question in school and the society. The need of united efforts against anti-democratic movements is the most frequent answer. My interpretation is that the changing society seems to bear feelings of threat and fear. The idea of "the basis of value" in Sweden (and also Norway) can be understood as a desire for strong, permanent and irreplaceable values in a postmodern society. From this perspective it is interesting and important to discuss what democratic values is about.The result shows that democratic values are interpreted in very different ways. This concerns tolerance to critical attitudes, the rights for teachers to protest against political decisions concerning their own school etc. For example, non-violent civil disobedience is accepted by 40% of the teacher students and by 50% of the headteachers. Civil disobedience is for some of them a threat against democracy and others grasp this idea as an instrument for the development of society. The result points out that people salute freedom but on the other hand also often want to limit freedom. A majority of the headteachers, and especially the trainee teachers, consider students' anti-democratic attitude as a risk factor for the democracy in school. A minority rather thinks that the attitude against the student in this case is the risk factor. This leads also to the question what the mission of school is about, preservation or reconstruction? Should ethics and democratic values in school be like oil or gravel in the machinery of society?