Since the beginning of 1940 there have been externally developed tests in Sweden. Their appearances have changed over the years together with the cognitive approach. Nowadays, this kind of tests is going by the name of the national tests, which was introduced in the year of 1994. When the Swedish National Agency for Education received the assignment to develop new purposes and national tests to the third grade students, debate took a bounce. The matter was well discussed; national tests in third grade or not?

The national tests thus far carried out four rounds in the third grade and the purpose of my study was to find out how teachers are reasoning about the tests. The study will answer following question at issues: What are the teachers’ thoughts about having national tests in third grade, how are they reasoning around the tests design and do the tests affect the teachers’ situation, if that is the case how?

To answer the questions above I have done a qualitative survey with quantitative elements which has been answered by teachers whom are teaching students from first to third grade in a municipality. As a complement I have interviewed two of the surveys participators.The results show that most of the teachers are positive to the using of national tests in third grade. Furthermore the majority are pleased with the design of the tests. The study also shows that the teachers experience an influence from the tests on their teaching, but their opinions whether this is positive or negative differs between teachers. However, the teachers agree that the tests have a negative effect on their working situation, especially through a perspective of time.