This paper will present preliminary findings regarding interview and observation data from English education at The Language Introduction Program (LIP) in Sweden. The study draws on Foucauldian (2002) perspectives involving power structures and equality. The PhD project explores existing structures linked to power, language ideology (Kroskrity, 2000) and access to equal education within the multilingual classroom. My presentation will consist of an analysis of six interviews. I will draw on preliminary results regarding English education at LIP, power structures, and interaction related to language ideologies. LIP is a transit program for newly arrived immigrants in Sweden at upper-secondary school. The goal is to secure a fast transit for the student to further education or to the job market. In Swedish society English plays an important role in accessing higher education and job market (Swedish Agency of Education, 2018) and insufficient knowledge of English might affect the access to these. The chosen method is linguistic ethnography with observations and interviews focusing on teachers and students. A previous pilot study indicates both power structures and inequalities in education within LIP. The results also show signs of lack of significant educational support for the students and teachers regarding English education.