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This paper reports results from a project that aims at investigating if and in which way the introduction of national tests in science education influence teachers’ opinions of what is ”good” education in science and how this effects teachers’ instruction and assessment of students. National tests in biology, physics and chemistry were introduced in 2009 in year 9 in Swedish comprehensive school. Some of the governing arguments for national tests are that they will work exemplary for teachers and create a more equal and fair assessment and grading of students. A survey among Swedish science teachers were performed regarding various aspects of their practice. Teachers teaching in line with the different teaching traditions were then interviewed about their teaching. Analyses of the actual national tests were also carried out. The results showed that different teachers do put emphasis on different goals, contents, and assessment in their classroom practices and that these aspects can be systematically grouped as teaching traditions. Nevertheless, there were no significant differences in how teachers in different teaching traditions responded to national tests. Therefore it is discussed whether the use of national tests is a feasible way to generate a more equal and fair education.