Intercultural education is emphasized on both national and European level, an educational discourse elaborated out from the United Nations Declaration of Human Rights after the World War II. In the authors’ understanding intercultural approaches aim to critically explore categorizations as class, gender, etc. This study is an examination of intercultural/intersectional and gender-related issues in national curriculum as well as local curricula in teacher education courses for lower secondary school teachers at three universities in Sweden. The study analyses theories and ideologies underlying course designs together with the concept of teacher knowledge, focusing specifically on gender aspects intersecting with other social categorisations. The analysis show that gender issues and intersectional analysis are not prominent in teacher education in Sweden, neither in national nor local curricula but might be at stake within the concept of fundamental values as well as within a didactic discourse. However, intersectionality and gender issues vary at the universities which could be connected to different student groups but also different choices of theories and perspectives at the different universities. This raises questions on quality in teacher education as such and for the professional practice in the future.