The study investigated student experiences of teaching practices in grade 9 at 2003, 2008 and 2014 after the Swedish education reforms of the 1990s. Teaching practices in both municipal and independent schools were related to student achievement and family background. Data from three nationally representative cohorts within the ongoing Swedish longitudinal ETF-project have been used. The results show changes from more conventional to more individualistic teaching practices. Independent schools emphasize more self-regulated learning. Child-centred forms of work are though found to be equally beneficial for student achievement as more conventional teaching methods. In spite of education reforms, family background is equally important for student achievement as earlier. Obtained results are discussed in relation to increased school competition in Sweden.