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The purpose of this study is to analyze and describe perceptions and strategies of social studies teachers regarding students' norm-breaking behaviors during the teacher's teaching. The study's basic approach was based on a qualitative method with semi-structured questions that were designed according to the survey's theoretical framework, deviant behaviors and value pedagogy. The interviews were conducted by six teachers who teach the subject of social studies, both at primary- and high school, where they had the opportunity to contribute with their life experience, thoughts and experiences within school operations.All respondents in the study feel that they have at least once come across students who exhibit norm-breaking behavior in their working time as teachers. In addition, all participants feel that they have a greater obligation, because they are trained teachers with the subject of social studies, to educate and nurture students according to the mission of democracy. This in turn leads to the teacher reflecting on her/his role as leader and role model, which is based on ethics and morality, what is right and wrong, how one should behave and act.The school's values and mission are highlighted in the curriculum, where it is stated that all education must be based on democratic working methods and preparation for students to develop personal responsibility. According to the respondents, there are different types of norm-breaking behavior among students, which in this study are finally characterized as physical and verbal norm violations. All teachers relate to basic value issues continuously, through hidden or direct teaching methods. It can be anything from deliberately provoking students by highlighting the importance of democracy, to using different tools such as signs of various kinds. Respondents felt that the majority of students' attitudes were temporary and others could be long-lasting. The result was that teachers considered that these provocative norm-breaking behavior of the students need varying efforts more individually, than collectively ie. in a whole group of students, from teachers and the school activities part. Which, among other things, can be effectively counteracted by the teacher self-reflectively analyzing her-/himself and her/his role as a leader, in order to then reflect her/his behavior and actions on the students.