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This essay discusses how four Swedish museums work with different types of time travel methods aimed towards grade school students. The aim of the essay is to compare how the different museums utilises their different methods and how each method may serve as a complement to the curriculums of the Swedish preschool and the compulsory school as well as the syllabus. I have conducted qualitative interviews with respondents from each museum. I have limited the scope of the essay to only comprise museums in Sweden and the work they to towards the grade school and the preschool.The result is that the museums divert in the manner of their respective time travel method. This is in part due to the fact that the museums are different types of establishments and thus have varying prerequisites. Three of the four museums carry out their time travels at location and are being visited by the schools. The fourth museum locate their time travel in the environment of the schools. One of the museums call their time travel method a ”Forntidsdag” (appr. Day of the prehistoric) and moves through different time periods in a day, which means that the students do not take on a role or dress in historical attire, for example. The rest of the museums locate their time travels to a single time period at a time, meaning that the students get the opportunity to dress in historical clothing and act according to the time period. All of the museums design their time travel programs according to the current curriculum of the Swedish National Agency for Education and the museums also aspire to convey this information to the schools.Studentens version, inkommen i efterhan