This paper explores how teachers use popular culture in their classrooms as a frame to speak of “the Other”, based on empirical data from teacher interviews. It highlights how popular culture impacts society socially and politically, and how it is used as an aid and a reference frame for students inside and outside of school, itself also being a noticeable part of society. Students acquire knowledge in parallel arenas beyond the classroom, including through popular culture. All forms of knowledge mediatization and intermediation are however at 29risk of creating stereotypes, which apply to all forms of representation, including “the Other.” Several teachers in this study highlight, among other things, how the Hollywoodification of religions and religious actors generally affects their selection and use of popular culture (question of availability). Another difficulty teachers face is the question regarding using popular culture from other cultures. Due to the students’ lack of cultural context, many classrooms use a predominantly Western selection and thereby marginalize popular cultures from other cultures, including minority cultures. The use of Western popular culture in classes with diverse students raises questions regarding not only the language barrier (students are not always prof icient in neither Swedish nor English) but also cultural context, once again affecting the representation of popular culture. These questions highlights continued need for further cultural understanding amongst teachers and representation in regard to what is used and not used in the classroom and also underlines questions of selection and the power in the hands of the teachers.