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The importance attributed to the didactics of teaching standard pronunciation in German as a foreign language has varied in recent years. This essay seeks to identify the pronunciation requirements set by the Kurs- och ämnesplaner för moderna sprak and by Skolverket. In addition, this study examines how German pronunciation is approached didactically in the Swedish textbook Genau, textbook I (2010) - print version -, Lieber Deutsch 1, Version 2.0 (2016) - print and online version - and the German language course Gleerups tyska 6-9 (2018) - online version - and to what extent current research on pronunciation instruction has been incorporated in the different teaching materials. The comparative analysis of teaching materials showed that the didactic approaches differ in many aspects and even the content specifications were not identical. Furthermore, none of the examined textbooks included the suprasegmental pronunciation, an area particularly important for intelligible speech. My analysis suggests that, when choosing textbooks, teachers cannot rely on pronunciation being sufficiently covered. This applies to both print and digital teaching materials. It is therefore the teacher’s responsibility to review and supplement the textbooks, where necessary.