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This thesis investigates how high school history teachers in Sweden address and respond to Eurocentrism in their teaching. Based on qualitative semi-structured interviews with six history teachers, the study examines their strategies, challenges, and didactic approaches concerning Eurocentric content. Two theoretical frameworks guide the analysis: Lipsky’s street-level bureaucracy theory, which emphasizes teachers as policy-makers in practice, and John M. Hobson’s concept of subliminal Eurocentrism, which highlights implicit Western-centered narratives in education. The findings reveal a general awareness of Eurocentrism among the teachers, particularly within curriculum and teaching materials, but a varying degree of active critical engagement. Challenges include time constraints, limited knowledge of non-European history, and institutional norms. Nevertheless, the study shows that through reflective and intentional pedagogical choices, teachers can challenge dominant narratives and foster a more inclusive and global historical perspective. The thesis contributes to a deeper understanding of how Eurocentrism is managed in practice and provides insights for the development of history education that promotes global historical awareness and critical thinking