The aim of this study is to explore the makeup of teacher education programs for the language and literature school subjects Swedish (SWE) and Swedish as a Second Language (SSL) in upper secondary teacher education. We accomplish this through content analysis of syllabi from five universities. The results show a reduced amount of literary content and limited aims for the reading of fiction in SSL as compared to SWE. Other differences are that SSL has a stronger focus on Content and Language Integrated Teaching, migration, language ideology, attitudes and circumstances related to the pupil. Further, in SWE there is an almost complete lack of content relating to multilingualism. We discuss whether the SSL teacher education programs create different conceptions of SSL than the SSL courses prevalent in upper secondary school, at the expense of a subject oriented towards literature, and to what extent SSL is constructed as a subject primarily supporting other school subjects. In relation to Gess-Newsome’s (2015) model on teachers’ knowledge base, we also discuss to what extent the teacher education programs prepare for teaching in upper secondary school: for SWE in relation to the pupils students will meet, and for SSL in relation to the content and organization of the upper secondary school subject.