This paper reports from a study where teenagers use of different interpretative repertoires in decision-making about the swine flu and belonging vaccination is analysed. A framework from discourse psychology (Potter and Wetherell, 1987) was used. The purpose with this study was to develop knowledge about connections between how teenagers talk about themselves and their made decision about the new flu and the vaccination against it. The purpose was also to investigate if the teenagers express school and science education as one possible repertoire of a swine flu discourse among others. Seven teenagers participated in the study. The students documented their decision about the new flu and belonging vaccination in a video diary. The students were also interviewed 1-4 weeks after the diary making. In the analysis the material was carefully read several times, looking for words that expressed justifications and other expressions about the flu and the vaccination. These words and expressions were then brought together in themes, guided by the definition by Potter and Wetherell (1987, 149) about interpretative repertoires; used systems of terms used for characterizing and evaluating actions, events and other phenomena. The categorized repertoires are of two different main types; experienced emphases and important actors. In the first one were risk, solidarity and knowledge categorized. In the second were family and friends, media, school and society. The school repertoire was seldom used by the students, indicating that school and science education not seem to be an available interpretative repertoire. Instead the risk, solidarity, family and friends and the media repertoire were available, even if for example the risk repertoire was used in different ways by different students. These results indicate the need of using media reports in dealing with scientific literacy but also in risk assessment discussions in school. It also indicates the importance of starting close to the student’s daily life when working with socio-scientific issues.