Pronunciation teaching was in focus for a one-year school project in whichteachers in the program Swedish for immigrants (SFI) and one researcher participated. SFIis an education program at different levels in Swedish for adult immigrants with differentmother tongue, education, and school background, from no schooling to highly educated.The teachers expressed they needed more knowledge about how to teach Swedishpronunciation, especially for those who have studied the language for a while without anyclear progression, students with a fossilized pronunciation. The students’ knowledge ingrammar and vocabulary has reached a more advanced level than pronunciation. The aimof this collaborative project was to increase the teachers’ knowledge and awareness ofpronunciation teaching, to discuss didactic methods for implementation in classrooms atdifferent levels. This was also an opportunity for the researcher to discuss theoreticalaspects of pronunciation and how to implement research results in the Swedish languagelearning classroom for adults. Field notes from classroom observations, discussions andpersonal interviews constitutes the material for this presentation. We had discussions,interviews and meetings at the school or by using the digital platform Zoom. At the end ofthe project time, teachers report they are more motivated and self-esteemed in theirteaching of Swedish pronunciation. Their teaching is more explicit, sometimes includingindividual training, using didactic methods with the intention of focusing on prominentfeatures important for learner with different language backgrounds to achieve anintelligible pronunciation. One conclusion of the project is that more knowledge andimplementation of didactic training about pronunciation teaching is of importance foractive and future teachers in Swedish as a second language for adult learners.