Background: Implementing person-centred care (PCC) into higher education is ongoing in many parts of the world including Sweden. In a recent study we found that inclusion of PCC in steering documents was fragmented in national study programs for medicine, occupational therapy, physiotherapy, and nursing in Sweden. A subsequent interview study with program-directors revealed an ongoing but ambiguous process of incorporating PCC into the study programs. As a step towards facilitating implementation of PCC within higher education; we aimed to identify discourses of teaching and learning PCC. Methods We conducted a discourse analysis on interviews with program-directors from the national study programs (n=19) in Sweden. Discourse refers to the idea that our access to reality is through language, and that knowledge is created by our way of categorizing the world. The notion of subject position for the teacher and the student guided our analysis on how discourses designate positions for people to occupy; both create and limit possibilities for action. Results Preliminary results show four dominating discourses, grouped in two antagonistic pairs. Teaching and learning PCC is on the one hand discussed as part of a change in shifting power-relations but also expressed as something ruled out by scarcity and rigidness. Within the second antagonistic discourse pair, PCC is spoken of as an opening for interprofessionality, something bridging communication between professional groups, but was also described in connection to the need of guarding professional boundaries. The interpreted subject position within the discourses points out these contradictions. For example within the first discourses mentioned the student is positioned as being responsible and acting for change or as someone in need of protection when facing the prevailing reality. These results will contribute towards creating educational resources for teaching and learning PCC.