Most classroom research is conducted with a focus on teachers, teaching and instruction. Students are merely interesting as objects of teaching. Although the complexity that researchers experience in classroom work is mentioned, teachers as well as students are supposed to find the work affectless, as a matter of routine, not at all complex. From this point of view the actors themselves do not seem to be aware of what is going on in the classroom, an interpretation I do not fully agree with. From my experience, many teachers and students appear more conscious than they first seem to be, although often having problems conceptualizing and communicating their interpretations to others. But they are not alone. Many researchers write about the frustration of doing fieldwork in a classroom, deciding what to focus on in the flow of impressions. Might this be solved by forcing oneself to view classroom life with the eyes of a stranger and through interpretation becoming aware of what one is experiencing in the role of the observer? Although life in classrooms is regarded as complex, many researchers in mainstream research seem to solve this by ignoring the complexness. By this attitude, there's an apparent risk for them to deprive themselves of the possibility, to reach a deeper understanding of important processes going on in the classroom. In traditional approaches, where structural explanations play a major part, the specific in the actions as well as the meaning perspectives of the actors, are most commonly disregarded as irrelevant. In contrast, in an interpretive approach, these represent the classroom life to focus on, and there is an ambition to unfold the trivial and obvious, by making the familiar strange. It is about deepening our understanding by scrutinized analyses of concrete settings, where the meaning perspectives of those involved are of crucial interest. Thus, in this paper, the aim is to discuss how to understand the lesson from young peoples' perspectives in general, and to get hold of the process where young people as students adopt and develop their school perspectives in particular. Data from a longitudinal comparative ethnographic case study of young people and their life in two senior level school classes in Sweden (age group 13-16; cf. lower secondary school/middle school). The meaning perspectives of the actors are the objects of this approach, and with the interpretive approch follows that the analysis is not limited to what is explicitly but also implicitly expressed. The scene is a lesson in grade 8 (age 14-15), where the established social structure of a school class is challenged. The students acts as members of teams, temporary composed groups. In the back regions of the classroom they prepare themselves for later performance on the stage in the front region. A conclusion is that attitudes and perspectives on school develop and adjust depending on the stage one attends, the role one takes, the team one takes part in and the audience one is confronted with. Keywords: classroom research, student perspective, back region, front region, interpretive approach, school ethnography