The Swedish Curriculum for Compulsory School, Preschool Class and School-Age Educare (Lgr22) states that teaching should include various musical genres, including Western classical music. Yet this genre often receives limited attention compared to popular music. This study explores how music teachers describe their repertoire choices and the inclusion or omission of classical music. Data were collected via a web-based questionnaire, providing both an overview of its presence in teaching and insights into teachers’ reasoning. Results show variation in how classical music is incorporated, in theoretical tasks such as music history and listening as well as in practical ensemble work. Teachers with formal artistic training or extensive experience report greater confidence, while others describe uncertainty and limited knowledge. Student interest, time constraints, and resources are recurring challenges. Findings highlight the influence of teachers’ musical identities and the need for integrative, creative approaches in teaching.