Since 1993 a final degree project has been an obligatory part in the teacher education. This is normally a ten weeks independent work done by one or two students. From the beginning there has been a hesitance about how this project is to be realized. Shall it be recognized as mainly as a final comprehensive assessment of the teacher education? Or shall it be recognized as mainly an assessment of the theoretical parts of the education, and preparation for postgraduate studies? Shall the degree project be mainly an assessment of the practical part of the education, the skill of teaching? Shall the project be reported as a written statement or can it in some part be reported in another way, by example as a product or performance? Other studies have shown that students have divided views on the degree project. Some students have the opinion that it is a kind of "masterpiece" in the end of their education. But some students have the opposite opinion and consider it more like a "nightmare". One way to analyse different interpretations in this study will be to try to find different thought-collectives and thought-styles, by using the conception of epistemology created by Ludwig Fleck and recently studied by Liliequist (2003). The first ambition with this project is to study the aim and the meaning of this part of the teacher education. What was written in the reports when the regulations/laws was planned? What states the regulation from the beginning and how has its changed till now? And how has these regulations been interpreted in more local curricula? The second ambition with this study is to interview a particular category of teachers about their view about the degree project. After reading some degreeprojects, how do they think about these in an assessment point of view, but also how they think about the more practical usefulness of the projects. One important ambition with this project is also that it is partly a kind of an action research. One aim after the interviews is to create new and untraditional kind of degreeproject. The idea is to strengthen the teachers, (from the direct work with children/pupils), influence and participation in the teacher education. This is also an important aim in the teacher education in Sweden that was renewed in the year of 2000. This study is to be a part of a network of both several universities and a range of different schools for children. As a complementary to other studies in this network we have found it advisable to concentrate and focus this study on preeschoolteachers. This is both interesting because of the special characters of these teachers in comparison with teachers in primary and upper secondary schools. This is also of special interest today when we in the renewed teacher education has a rather long common part in the education, about 1 ½ year, regardless which form of schools the students plans to be active in. This, with the rising opportunity of individual choice of courses in the education, has emerged an interesting situation with a range of problems. How can the increasing individual choice be related to the public desire and need of teachers? What kind of teachers does the education create? Are they competent for their mission? Are they aware of their position in the society, in both a critical point of view and more an opportunistic point of view? These may be arising dilemmas in many other European countries. What are the advantages and the disadvantages of this situation? Is it possible to identify any direct as indirect consequences?