In democratic societies fostering democratic citizens is an important goal of education and  includes experience of democratic relations. But how do teachers interpret and carry this out? Are there differences between the levels of schooling, and if so, what? In an explorative study, interviews with teachers from preschool to high school were conducted and analyzed to elicit practical arguments (Fenstermacher and Richardson, 1993). The informants described their mission as intertwined in everyday activities and teaching democracy ‘as a way of life’ in the spirit of Dewey. For example, the task of fostering quality in relations, such as empathy, was only discussed by preschool teachers, whereas the task of balancing equal relationships was addressed by all the informants at all levels. It also became clear that the progression of democratic learning runs parallel with addressing ever-present relational issues of a democratic nature.