This study explores the conceptions developed by primary and secondary education teachers in Spain and England about democracy in education. To this end, we conducted a phenomenographic study involving 39 teachers. The results identify four major conceptions of democracy in education: (a) democracy as freedom, (b) democracy understood as participation and collaboration, (c) democracy as a principle for achieving social justice in schools and in the education system and (d) democracy as a principle to learn to live together and social norms. The discussion highlights that the way teachers articulate their conceptions is dominated by a liberal discourse of democracy in education. However, their ideas also show other nuances and traces of more open perspectives. This work stresses the importance of continuing to investigate teachers' conceptions and how alternatives to the dominant trend can be glimpsed through them.