Teachers are central in the process of making learning situations out of intentions expressed in governing documents, such as the national curriculum. However, there is no straight line from intentions to learning situationsthe teacher actively designs the planned curriculum and the enacted curriculum. In the process of planning, the teacher interacts with the material, and her decisions are also influenced by, for example, textbooks. This study aims to explore in what ways the textbook participates in the process of planning, i.e., the transformation from intended to planned curriculum. Based on focus group discussions with primary teachers, results show a variety in teachers' relations to the textbook, which have consequences for how the textbook participates in decisions. Results also show that students' positive feelings about the textbook influence the planning and that textbooks sometimes function as "emergency exits" in the process of planning.