The purpose of this study was to examine how teachers in Swedish upper secondary schools reason about assessment in education in media aesthetics, and if the knowledge requirements provided by The Swedish National Agency for Education are adequate according to the interviewed subjects. In this study, the term media aesthetics is defined as the digital and technical knowledge one must possess to create aesthetically pleasing products. To carry out the study, a qualitative method was used and semi-structured interviews with five educators in the media aesthetic field gave insights into the classroom situation. The results show that teachers see the artistic process as taking form in the mind and can become difficult to imitate in real life, especially if the student does not possess the digital handcraft skills required to complete the task. The results also show that the knowledge requirements are perceived as arbitrary, perhaps due to the fact that the scientific research in media aesthetics is substandard compared to more classical subjects like languages and mathematics.