This paper sought to find out pupils’, in two upper secondary schools, knowledge andopinions regarding history use and its importance within the history subject. In order tocarry out this survey the following questions worked as the thesis: What knowledge ofhistory use does the examined pupils show? What opinions does the examined pupilshave of history use and its weight as a part of the history subject? To what degree andhow, do these pupils’ knowledge and opinions differ in terms of: pupils, pupilgroupsand school. A qualitative method was used by interviewing 12 pupils, having themidentify different kinds of of history use as well as recalling their experiences workingwith it within school. The research was done through the theory surrounding Zander andKarlsson’s Typology of history use. The results of this study showed that the pupils hadvarying degrees of understanding of the term history use and the biggest factor wasschool, or teacher. Where the pupils of the Karlskrona municipality had a more practicalunderstanding and the pupils of Växjö had a more theoretical, and closer to itsdefinition, understanding. All pupils of both municipalities had similar and positiveviews of historyuse’ weight however their experiences in the subject varied massivelywhere the only similarity was that barely anyone had any proper education regarding itin elementary school. It also showed that in Karlskrona they had had little experiencewith the subject in the course History 1b whereas in Växjö they had plenty recurringmoments of history use.