This study explores the culture of physics departments in Sweden in relation to physicsteacher education. The commitment of physics departments to teacher education iscrucial for the quality of physics teacher education and the way in which physicslecturers’ talk about teacher education is significant, since it can affect trainees’ physicslearning and the choice to become a physics teacher. We analysed interviews witheleven physicists at four Swedish universities, looking for assumptions in relation toteacher training that are expressed in their talk. We found five tacit assumptions aboutphysics teacher training, that together paint a picture of trainee physics teachersmoving in the "wrong" direction, against the tide of physics. These are the PhysicsExpert Assumption: the purpose of all undergraduate physics teaching is to createphysics experts. The Content Assumption : the appropriate physics content for futureschool physics teachers is the same as that for future physicists. The GoalAssumption: the role of a school physics teacher is to create new physicists. TheStudent Assumption: students who become physics teachers do not have the abilityto make it as successful physicists. The Teaching Assumption: If you know physicsthen it’s not difficult to teach it. We suggest that these five assumptions, if perpetuatedwithout reflection, risk working against high quality physics teacher education. Forphysics teacher educators, our results can be used as a lens to reflect on the localdepartmental culture and its effect on teacher education.