The purpose of the study is to shed light on the basis for the didactic choices the history teacher makes in the planning of his teaching, and to highlight the choices that are linked to the didactic questions what the teaching should contain and why. There is an ongoing debate about trying to extend teachers' time in school where central content has been removed for this purpose. But what influences teachers the most in their planning? Are these factors that affect teacher’s unconscious or unconscious? There were four interviews conducted with history teachers working towards children in year 4-6. Based on the interviews and the analysis, one can see that there are factors that affect the teachers as they are aware and unaware off. The conclusion that can be drawn is that the dimensions live in a symbiosis where the student-related replaces the societal dimension. The societal dimension affects to such a low degree for a long time in order to notice any major difference in the present and in the short term. While the student-related is so present in everyday life for the teachers that it should have its own dimension. The factors that are most prominent in the didactic choices that teachers make are the personal dimension. However, the teachers themselves are not fully aware of this themselves and believe that it is the governing dimension that affects them the most. The qualitative differences between the dimensions are subtle but the personal and the governing dimension determine what are to be treated. While the student-related and didactic dimensions determine more how planned lessons will be take shape. Therefore, it is difficult to distinguish the dimensions from each other.