Teaching grammar is a highly debated topic in the pedagogical field of research. The Swedish steering documents for secondary and upper-secondary English assert that learners’ linguistic development is aided by having grammatical knowledge, but the steering documents also promote a communicative-based classroom. The use of Focus on Form could meet both of these stipulations. However, our personal experience is that a majority of teachers use Focus on FormS. The purpose of the current study is to explore teachers' beliefs and attitudes toward teaching grammar to English language learners as well as their practices and factors that influence their decision when teaching grammar. In this qualitative study, semi-structured interviews were conducted with four teachers at the upper-secondary level. The data were analyzed using grounded theory where the data were examined, categorized, and compared. The results of the study showed that the four teachers held a variety of beliefs regarding English grammar teaching. These beliefs ranged from believing that learners of English need grammatical rules and structure to communicate to beliefs that students can learn the grammar rules through communication. These beliefs were reflected in the methods the teachers used to teach grammar. Thus, to a great degree the teachers' beliefs aligned with their practices. However, the teachers also reported that other factors influence their teaching of grammar such as time constraints, linguistic level, and size of the class. In addition, the lack of student interest was inconsequential by some of the participants as their beliefs about grammar teaching outweighed student interest. In this study, it was found that none of the teachers reported using (planned) Focus on Form. Therefore, more research with a larger group of participants is needed to investigate the use of Focus on Form in the Swedish context.