Peace to learn refers to a peaceful state that makes meaningful and productive learning possible--in other words, the conditions that allow or hinder pupils to work peacefully in the classroom. How pupils perceive theirown position in the classroom is related to their perception of peace to learn. In this research, the purpose was to draw a picture of pupils' conceptions of their positions and peace to learn through discourse analysis. Two groupsof sixth-graders and one group of fifth-graders participated in this research. The pupils were asked to write a description of a peaceful or restless lesson by continuing short frame stories. Altogether, 59 essays were received. The data were analyzed by discourse analysis method: attention was paid to the smallest units of language and the position of language in the construction of reality. Two discourses could be found in essays: the staid pupil's andpeace breaker's discourses. Both discourses included four interpretative repertoires that illustrate pupils' perceptions of their subject positions in the classroom: all of them see peace to learn differently. In conclusion, the connection between peace to learn and a learning event is discussed.Peace to learn means different things to different pupils; it is a real challenge to teaching. (Contains 1 table.)