This paper concerns the re/production of norms about physics teaching and learning in a Swedish university quantum mechanics classroom. The university teachers in the analysed classroom can be characterised as implementing reform-based physics teaching, inspired by physics education research they aim to realise a classroom with a high degree of active student participation. The students are all majoring in physics, a minority on route to becoming high school physics teachers. The main focus of the paper is the teaching choices made by the university teachers and the student identity positions made possible by these choices, but potential consequences for physics teacher education are also discussed.