In most parts of the world, schoolchildren read at least some translated texts as part of their first language literature and language classes. In Norway, in addition to reading translated texts, schoolchildren are expected to achieve theoretical and practical competence in translation as part of the subject of Norwegian. In this article the audibility of the translator’s voice in Norwegian upper secondary education is analyzed. The author shows that the Norwegian curriculum, teacher training, textbooks and national examinations do not have exactly the same approach to translated texts. The author suggests that a raised awareness about the translator’s voice (and in line with this a raised awareness of translation as a subjective activity) is necessary if the inconsistencies in the approach to translated texts are to be dealt with.