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How and why grammar should be taught has been hotly debated in the field of foreign language teaching. It has been argued that the traditional approach puts too much emphasis on grammar, and especially explicit knowledge of grammar. According to some theories, explicit knowledge is unnecessary, since it doesn’t really correlate with practical ability. This has also led to criticism of explicit teaching of grammar, and it has been suggested that the best way of learning rules and structures of the goal language is implicitly, through extensive communication and input. As grammatical accuracy seems to affect the intelligibility of the language, it is still part of the curriculum, and thus something that needs to be taught. Considering this, and the many theories about teaching methods, the aim of this paper is to investigate what Swedish high school teachers think about the matter, and how they teach grammar, with particular focus and the extent and manner of explicit methods. The research method is qualitative, semi-structured interviews with four high school teachers. The empirical part is preceded by a review of theories and research studies regarding the theme. A clear picture of a strong belief in the importance of grammar and the necessity of explicit methods emerged in the interviews.This view also seems to have scientific support.