This presentation is about the importance of education for post-institutional citizenship. Empirin is taken from a Swedish institution over a ninety-year period: Folåsa. The result shows that the students gained formal qualifications and probably also valuable knowledge in connection with their stay. The institution was in many ways a total institution in Goffman's sense and it is easy to interpret notes on offenses and punishments based on a Foucaultian analysis of power. At the same time, it is possible to see traces of the subjectification that Biesta believes teachers should give to their students. Teachers had a central role in the students' lives and could decide on their own how the teaching would be designed, which learning materials would be used and how the content of the teaching could be adapted based on what could be interpreted as individualized teaching. With the help of courses on citizenship and social life, students would be trained to become independent individuals and be able to be part of society, and thus with Biesta's concept, subjectivized. It gives indications that teaching was not only part of the institution's everyday routines, but that the individual's ability and needs were given importance for future citizenship. The idea of ​​a post-institutional citizenship seems to have been present in the content and implementation of the teaching. All the time that was spent on education was aimed both at a functioning institutional day-to-day with clear routines and at creating good conditions for an active adult citizenship in society.