The Swedish Government aims to support newly arrived immigrants to quickly find a workplace. Fast track courses started in the autumn of 2016 at Malmö University, Faculty of Education, where newly arrived individuals with a pedagogy background are offered an education of 26 weeks. . This report describes outline, results and recommendations from a small explorative study on the participants’ reflections and understanding of the role of teachers in Swedish schools in realising the pedagogy aimed for in the Swedish national primary and secondary school curriculum, specifically the interaction patterns and student participation in learning processes. The purpose of the study - within a short intensive period of time - is to formulate feedback for teacher trainers, school supervisors and recommendations for further course development.Focus group interviews with teacher-students, non -participant observations during relevant group discussions, written statements as well as quantitative data using Knezic (2012) Questionaaire on Teacher Beliefs on Learning were gathered. Analysis shows that the role of students and teachers in learning and classroom participation patterns certainly are relevant for the Fast Track course. Not only from the beginning was it part of the course curriculum, but teachers see the struggle of participants in understanding values, relations and communication. Even participants themselves express the differences between Syrian and Swedish classrooms in this respect as important and are willing to take their role to promote active student involvement. Quantitative data confirm that participants change their beliefs on the importance of participation in learning processes. Interviews and written statements reveal that the development of understanding a new classroom climate is a complex process, that can not be simplified by conveying knowledge. It affects participants identity as a teacher. It also requires a professional language proficiency in Swedish as a medium of instruction. Connection between content courses and second language courses in the fast track should therefore be strengthened .