The objective of this study is to explore the gap between, on the one hand, the latest Swedish curricula for compulsory school, in terms of the pupils’ collaboration, responsibility for their academic success, and their grades, and on the other hand, pupils’ everyday life, which is characterised by digital technology and a sharing mentality. This chapter describes curricular features such as self-regulated learning in formal education in Sweden and discusses how these could be understood from the perspective of learner doing schoolwork. The study focuses on how learners, 14–16 years of age, cope with taking responsibility for their own learning in a school setting dominated by constant assessing and grading. Based on classroom observations, audio-visual recordings and interviews with pupils (n = 27), the study examines what learners in the last 2 years of compulsory school at a municipal lower secondary school, do and say when they assist peers with schoolwork without the teachers’ awareness. The study shows that the pupils are more loyal to friends than to the formal school system and are willing to forego fair grading as a result. For example, pupils took collective responsibility for individual writing assignments by writing original texts for peers and revising their peers’ assignments. Some pupils did not complete much (if any) of the required reflecting and writing themselves. Instead of taking responsibility for their own learning, many saw it as their responsibility to achieve high grades. The study finds that the informal social strategies pupils use when assisting peers reproduce social injustices. The results illustrate the complexity of academic integrity in the juxtaposition between a curricular framework requesting collaboration, individual grading, and the pupils’ own responsibility for their learning and the everyday sharing by underage pupils through digital devices. Some consequences are discussed, such as how the current generation of learners, who rely on friends in social networks instead of developing autonomy and self-reflection, might impact future civil society.