The purpose of the present study is to investigate teachers' perceptions of students' construction of gender in the music classroom at lower secondary schools in Sweden, as well as their methods of avoiding normative positions. To study this, gender theory is used, as it was felt to be the most suitable theory for what the essay intends to investigate. The essay is based on a qualitative method, specifically phenomenography, which is based of qualitative semi-structured interviews. Four music teachers at lower secondary school were interviewed for the study. The essay's results demonstrate that boys' and girls' behavior reenforces different gender roles in teaching, but the teachers narrate that they do see an improvement. However, the teachers believe that a pedagogical responsibility is required to further prevent these gender-normative positions to form.