The article concerns the increased use of self-regulated teaching in Swedish schools, where teachers perceive self-regulated teaching as an ideal way of organising schoolwork. Students make their own plans concerning time, content, grades and their own learning. What and how to learn is no longer a question for the teacher only. If self-regulated teaching is institutionalised, there is good cause to reinterpret the concept of teaching. Based on data from a longitudinal study, this new teaching practice and its consequences is discussed. For the analysis, activity theory has been used. Self-regulated teaching is realised by a division of labour between teacher and students. Main results are that issues of comprehensiveness and equity are at risk in radical self-regulated teaching. (Contains 13 footnotes.)