This study explores the experiences and challenges met by history teachers in municipal adult education from an intersectional perspective. The intersectional dimensions of focus range from class and culture to ethnicity and gender. The international discourse has shown promising results in this specific area of knowledge, but there is still a gap from a national perspective – which this study aims to address. By adopting qualitative methods, which are semi-structured interviews and phenomenography, the study has been able to identify key elements in municipal adult education environments with the help of 7 teachers as interview subjects from different educational institutions. The questions are specifically oriented around the teacher's perceptions and experiences. One of the elements arisen from the study is that students with diverse backgrounds are often identified by lower knowledge and language levels in History and Swedish, which is characterized as a challenge for history teachers due to the conflict between the subject's size and the educational timeframe. This can be due to many factors; such as previous life experiences and educational experiences. These key results highlight the importance of future support to the subject, teachers and students - which emphasizes a complex network of challenges from a practical and theoretical point of view. One of the strategies that has been crucial for many teachers, to effectively educate a heterogeneous group of students is by clear and repetitive communication to support the overall understanding of complex historical terms and concepts. The respondents also underscore the value of differentiated education in consideration of student’s varying cultural and social background, especially those not accustomed to western norms – emphasizing a more inclusive learning environment. The respondents have several common denominators, though the answers differed in many aspects they also were like-minded, as to for example criticism of overall language barriers and differentiated education. One result shows that current institutional structures still indirectly, due to intensive course-formats, exclude certain needs which are necessary for students to succeed in municipal adult education. This has for instance been shown to be one of the factors aligned with international results.