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Career counselors in schools have for a long time reported a feeling that their work is not as important as teachers work. According to the Swedish Curriculum for the compulsory schools, all staff is responsible for viable counseling for pupils. Therefore, this study focuses on teachers, headmasters and a school executive director view of school career counseling, how they experience the fulfillment of curriculum goals and how it interferes/interacts with their work. To analyze the empirical material we collected from interviews, we used theoretical terms of organizational theory with focus on social structures, differentiation and integration. We also used the career theory of Super. In the study we found that most teachers and headmasters wished for a more integrated work plan with the school counselors. None of the interviewed thought that the curriculum about career counseling was fulfilled, but thought that more cooperation would increase the fulfillment. At the moment there is too much differentiation between the professions, we believe that starting the cooperation earlier, in University courses for teaching and counseling, could decrease the gap between them.