This phenomenographic study aims to study how high school teachers in social studies at university preparatory programs work didactically with the concept of analytical ability, as well as how they promote and assess students' knowledge in analytical ability. The thesis empirical consists of qualitative interviews with six teachers, where the perceptions and descriptions that the teachers express are categorized into different themes. The results show that the teachers feel that most students show low knowledge in analytical skills. The teachers also describe significant challenges in their work. This primarily involves the difficulty of assessing students' work where analytical skills need to be demonstrated. Another important result is that teachers do not seem to have conscious didactic strategies for developing students' analytical ability through different teaching activities.