This paper presents a group interview study of Swedish upper secondary students' perspectives on the typical mathematics lesson. Students, from four demographically different schools, constructed a collective synthesis of their many years' experience of mathematics classrooms. Transcriptions were subjected to a constant comparison analysis, which yielded a consistent lesson structure. This comprised a period, known as a "genomgång," during which teachers "go through" something, followed by periods of individual work from the book. While there was some variation in the manifestation of both elements of the lesson, students were remarkably consistent in their summary of the typical lesson structure.