This work is a study on how the teachers of history at a secondary school in a Scanian municipalitiy adjust their teaching for students with different cultural background. We have chosen to examine this topic because it is the school's written policy that every teacher should strive to acquire students' historical consciousness. We have chosen examine what the historical consciousness and the culture of history look like at the school and if that is tailored to students with non-Swedish cultural history. Unless students from another culture are not taught their history in school, there is a risk that their historical consciousness is not deepened. Our purpose is to interview teachers who teaches history in our interview school and ask them what the historical consciousness means to them and what they do to accommodate their students with a non-Swedish cultural history in their history teaching. We have also applied another similar study relating to the subject of another Scanian school and found that students with non-Swedish cultural history did not get their story told to them as much as we would like. If there is lack of interest or resources to control this, we cannot say with certainty. We also found that the teachers who have a background in schools with higher diversity took more account of their students with different cultural background and adapted their teaching to them.