The development and expansion of market solutions is one of the most important changes in Swedish education in the last 30 years. The aim of the article is to describe and analyse how students and staff in upper secondary schools perceive the impact of market competition on teachers' work. Three groups of actors in two Swedish regions were interviewed: students, teachers and principals. The interviews were carried out at eight schools in five municipalities, at both public and independent schools. The results show that competition relations are more complex than is often assumed. Intensification of teachers' work is a common theme in the interviews. Traditional professional values and identities are challenged by the market competition and a market-oriented teacher is shaped--whether the teachers like it or not. The extension of teachers' tasks is increasingly about marketing. A new type of service-minded and flexible teacher is created. Regarding the effects of competition on teacher performance, the results are contradictory. The quality discourse is problematised as there is no evident link between winners in the school competition and the quality of teaching and student outcomes. The Swedish case is interesting in the international literature as an example of a rapidly growing upper secondary school market which is closer to the logic of the market than many other nations' school systems. (Contains 1 table.)