This survey aims to investigate and analyze how six teachers on a high school in Stockholm reflect on pedagogical aspects of problem based learning( PBL). The survey focuses on ana-lyzing how the teachers relate to the benefits and problems of PBL and how they reflect on the students development. The survey was conducted on a high school and the method used for the study was interviews, each taking 30-45 minutes. The outcome of the survey indicates that the teachers sees problem based learning as an alternative to what they define as tradi-tional education regarding its epistemology. They indicate that PBL allows the students to define their own questions, to be carriers of knowledge and to evolve analytic skills in relation to the basegroup. Seen from a social constructive point of view, the definition of knowledge is linked to power, authority and interests regarding who is allowed to define what knowledge is and knowledge just like PBL as a method can in this aspect be seen as institutions of our so-cial reality.

They survey also shows that PBL as an institution is changing through externalization of the changing roles of both students and teachers, and that puts responsibility on students, teachers and everyone who in some way relate to PBL. How the teachers on this particular school re-lates to PBL and definition of knowledge will effect PBL as an institution through both exter-nalization and internalization.