Discussions about an assumed discrepancy between the content being taught in Library and Information Science (LIS) education and the needs of the labour market has been noted both on an international and a national level. Previous studies have highlighted a lack of pedagogical content in LIS programmes which, as a result, seemingly inadequately prepares students for the many pedagogical aspects of library work. Even so, few studies have explored the relationship between education and working life further in order to understand their unique position and context. Therefore, the aim of this master’s thesis is to contribute to a deeper understanding of the relationship between LIS education and its professional practice. In doing so, it will highlight pedagogical content in LIS education in Sweden and library directors outlook on relevant competencies among teaching university librarians. The empirical data of the study has been collected by studying thecontent of the syllabuses of four different LIS educational programmes in Sweden, as well asconducting qualitative semi-structured interviews with six university library directors. Thematic analysis was administered. A sociocultural perspective has been applied. The results show a presence of pedagogical content in the syllabuseswith a focus on user needs and digitalisation. The library directors describe pedagogical competence integrated with digital and social competence as crucial. The relationship between educational and professional practice is understood and problematised using three themes in the analysis, namely a common subject theoretical ground, a shared language, and a consistent agenda.