Socio-Scientific Inquiry-Based Learning (SSIBL) pedagogy differs in emphasis and approach from traditional content-focused teaching and proves challenging for many teachers. In this study, eight teachers from two schools joined a collegial teacher professional development programme (TPD) on SSIBL and were interviewed after participating. In order to understand how Swedish science teachers interpret and implement teaching of skills for action, we pose the questions: What are teachers’ views of students’ development of skills for action, and What are teachers’ views of their role in students’ development of skills for action. Results show that teachers see argumentation as a key skill that is necessary for students to develop, as well as learning factual knowledge and critical thinking. Practice in seeing different perspectives and arguing for a position or view are important in the process of becoming responsible citizens that engage in society. However, although teachers want to encourage students’ to make responsible choices in everyday life, such as lifestyle and well-being, they hesitate to encourage students to engage in larger issues, including activism. Further, it is not straightforward for the teachers to support students’ development of skills for action. The teachers’ major concerns include practicing argumentation and other skills without losing focus on factual knowledge as well as maintaining a balance between being neutral and showing opinions in the new types of situations SSIBL brings into the classroom. Other factors of concern to teachers include the time SSIBL takes and feelings of lack of competence in for example assessment. Teachers choose issues close to students’ everyday lives to create interest and engagement, and the TPD supports collegial collaboration when developing SSIBL lessons of interest.