Today's primary school pupils will most likely during their lifetime, meet more people, visit more countries and learn more languages than earlier generations. They will probably also re- educate themselves and try several other professions, and they will probably also try to be unemployed for some period. How do these pupils wish to be prepared for what is waiting for them? What is their opinion of good teaching?Central for my interest is the pupils' experience of teaching with starting point in a life word ontological attempt. An empirical investigation studies how pupils, from their experience, describe their opinions of teaching. This paper shows an interview research with 30 pupils in two south Swedish municipalities. The pupils, who are in the 6th and 7th grade, have been asked to try to define what they mean is good teaching. All interviews have been individual and taken about two and three quarter of an hour each. The result shows, among other things, that the teacher and specially the teachers engagement, is very important to the teaching. The pupils´s answers have been categorised in factors that the pupils mean connect directly with the teacher and the teachers behaviour such as they must be good at explaining, be friendly, patient and glad. In factors which they mean only indirectly connect with the teacher such as if the pupils talk and disturb in the classroom, the pupils often think it is their fault and not at all the teachers. The third factor is if the teaching gives any results so that they learn a lot and can get a job after school. The fourth factor is the pupils' participation in the teaching, if they do participate and to what extend. The analysis of the results also includes what sources pupil say they have, and what sources they use to make up their opinion of good teaching. This will be examined from a socio cultural view, where among others Bourdieu´s and Passeron´s theories about reproduction will be used.