This study explores how Library and Information Science (LIS) education programs in Sweden integrate pedagogy to prepare students for work in school libraries, considering the new legislation (SFS 2025:182) requiring that school libraries be staffed by qualified librarians. The theoretical framework draws on Andrew Abbott’s (1988, 1998) system of professions theory and Thomas Brante’s (2014, 2015) institutional theory of professions in the knowledge society. Through qualitative thematic analysis of semi-structured interviews with program coordinators at six Swedish universities, supplemented by a document study of course and program syllabi, the study examines how pedagogical elements are incorporated and how program content is shaped by factors such as professional boundaries, policy developments, and labor market demands. Findings show variation in how pedagogy is integrated. Some programs offer an explicit pedagogical focus, while others lack alignment with the competencies needed in school librarianship. All programs adopt a broader educational perspective not necessarily tailored to school library needs. Program coordinators highlight the ambiguous jurisdiction of the school librarian’s role in relation to both teaching and LIS professions. They discuss opportunities and tensions in responding to new legal and professional demands, including increased need for school librarians and limited state support. While some support specialized or “fast-track” programs for school librarians, others emphasize maintaining a broad, academically grounded LIS education with clear degree structures. This study contributes to a better understanding of how LIS programs position themselves within a shifting educational and policy context, and what influences their content and strategic direction.