This article is concerned with presenting a qualitative study of teachers dealing with undemocratic attitudes in secondary school. The research question was: how do teachers teach when the aim is to remove undemocratic attitudes and prevent the formation of undemocratic attitudes? The research group which was part of the study established collaboration with two teacher groups at a Norwegian secondary school. This collaboration included two start-up meetings, filming and observation of teaching sessions, as well as group interviews with two different teacher groups about the teaching which had been filmed and observed. The findings were analysed by way of the theory of indirect pedagogy and its different models for teaching, including both direct and indirect approaches of teaching. First, there is the model of direct instruction; second, there is the model of indirect summoning which is specified; and third, there is the model of indirect summoning which is unspecified. A major finding was that the teachers who participated in the study combined direct and indirect approaches in their teaching. While direct approaches and the model of indirect summoning which is specific were mostly used for learning purposes, such as acquiring knowledge of certain concepts (epistemology), the model of indirect summoning which is unspecified was particularly prominent in situations where the purpose was to make students responsible for society and democracy (existence and morality).