A recent Norwegian PhD shows that the ambitions for the schools attention to work relating to democracy and citizenship have become less emphasized than previously in the main documents produced by the Commission of Quality in Education and in the White Paper for Parliament. Thus, it could be that education for democratic citizenship and democratic leadership might have become overshadowed by other priorities, and so that use of time in school may have become more guided by other concerns like more focus on basic skills. As well as these basic skills can be used in human, democratic and peaceful situations, they can also be used in struggles for power and rule over other people by politicians. Stray Heldal (2010) and Møller (2002) underline that young people must be given democratic experience, that there has to be established democratic structures and created processes by which life in school is carried out, that democracy must be practiced and that the relationship between students and teachers and teachers and school leaders must be democratic. Empirical data used in this paper is selected from an analyses of an exercise given to headmasters, other school leaders and teachers representing different kinds of schools.