In this chapter the author writes himself into a critical tradition in Central European and Scandinavian Didaktik. He makes a critical analysis of the didactic content of the music subject in Sweden today. In particular, he discusses the selection of content in the ensemble subject in secondary school. Today, the use of popular music as a specific content and/or as a method to learn music is widespread in the formal music education in Swedish schools. The purpose of the chapter is to examine issues con- cerning ensemble teaching using texts and theories of identity and didactics, as well as from cultural studies. The author emphasizes questions about what is taught and what is possible to learn within institutionalized education. By addressing issues of identity, ethics and pedagogical history, he problematizes the didactic choice of content in the music subject. Furthermore, he claims that music teachers’ understanding of contem- porary popular culture stands in a complex relationship to their educational and didac- tical choices. However, the author does not make any normative or prescriptive state- ments, like trying to recommend how music education should be conducted. The aim is rather to examine and thus increase the knowledge of the changing conditions of music education in which didactic choices are conducted. Hence, this insight may provide a basis for further exploration and development of music teaching and lear- ning.