This study examines how, when, and with what materials Sámi history is taught in Swedish schools, as well as teachers' perceived competence and attitudes toward the subject. The research is based on a survey and the answers are analysed with the current Swedish curriculum for elementary- and upper secondary school (LGR22 & LGY11) in mind. The survey received answers from 112 active teachers, providing a quantitative overview of current teaching practices. The analysis reveals that while Sámi history is included in the curriculum, the extent and depth of instruction vary considerably. Some teachers report not addressing the topic at all, while others dedicate several lessons to it. The study also highlights challenges that arise in teaching Sámi history, some of which are linked to teachers’ knowledge and familiarity with the subject.