This study examines teachers’ opinions on the teaching of pronunciation in Swedish for immigrants (SFI). A web-based survey containing questions about teachers’ experiences of teaching pronunciation and their education in second language pronunciation was distributed to teachers in Sweden. The purpose of the survey was to learn more about how pronunciation is taught to adult learners of Swedish as a second language. 92 teachers of SFI answered questions about their approach and beliefs concerning teaching pronunciation. Almost all of them reported that it is difficult to teach pronunciation because they do not have enough training in teaching it. Only half of the teachers have any kind of formal education in pronunciation methodology. However, they all consider pronunciation instruction to be of importance for second language learners. The goal for second language teaching in general is to obtain comprehensible speech in order to have an increased chance of integration into the society. Only a few teachers have special lessons focusing on pronunciation. Most of them take the opportunity to talk about and teach pronunciation embedded in lessons concerning, for example, grammar. The teachers answer that vowel quality, phrase intonation and word stress is of importance when teaching pronunciation, but they also mention that prosody is difficult to teach. The results of this survey raise questions regarding teachers' education in teaching pronunciation and the teachers’ knowledge about Swedish phonology and phonetics.