Historical sources constitute a central part of history education in Swedish primary schools and are clearly emphasized in the national curriculum (Lgr22). Despite this, research in the fields are limited and primarily focused on the benefits of having students work with historical sources, while challenges and teachers pracitcal use of such sources are rarely adressed. The aim of this study is to contribute knowledge about historical sources in history education from a teachers perspective, with focus on teachers in grade 4-6. By highlighting teachers perspective, the study aims to provide increased insight into how the inclusion of historical sources is experienced in everday teaching at the middle school level. This is a qualitative study based on semi-structed interviews with six practicing teachers working in primary school year 4-6. The teachers who participated in the study are employed in two municipalities in southern part of Sweden, at two public schools and one private school. The collected data were analyzed thematically using a typological theoretical framework. The results show that the teachers have a broad understanding of historical sources and recognize their value in teaching but also point to challenges related to a lack of resources. Despite this, they find creative solutions to support pupils development of historical consciousness.