This research seeks to look at the effect of the new Swedish training programme for head teachers by comparing it with the previous national training programme and does so primarily through an analysis of documents and texts that served to underpin the two different programmes. To put the Swedish teacher-training programme in an international perspective, the study makes some comparisons to the English teacher-training system. In order to compare and analyse the documents related to the training programmes, frame-factor theoretical perspective is employed. Even though the new training programme is much more intensive and comprehensive than the previous one and even though it focuses on areas with relevance to school equality and assuring students' legal rights, the study's findings show that the new training programme, like the old programme, is still not sufficient to equip all school leaders with the skills they need to fulfil the responsibilities as required in the schools' charter and to assure school equality and the legal rights and guarantees of students. (Contains 5 figures.)