The purpose of this interview study is to investigate teachers' experiences of ethical dilemmas that can generate moral stress. The interview study is a qualitative study with a phenomenological approach using life story research and interviews as a method. The study wants to highlight individual teachers' experiences of ethical dilemmas that can generate moral stress and whether and how this may have changed over time. The interviews were conducted with teachers who have worked for a longer time, this to give a more nuanced picture of how different conditions, contexts and experiences can affect the experience of ethical dilemmas that can generate moral stress. The essay goes through what the research says about ethical dilemmas and moral stress and how the school reforms of recent decades have affected the school's organization and thus the teachers' work environment. The results of the interview study show that ethical dilemmas that can generate moral stress are a common part of teachers' work environment. The results analysis shows several situations that can be understood as an ethical dilemma that persists over time, meaning that teachers experience similar dilemmas today as they did at the beginning of their professional career. The study also shows how teachers are affected by their room for action and how the forms, organization, of teachers' work have changed and how it has affected teachers' professional practice and experience of moral stress.