For several years has the subject Swedish as a second language been an undergraduate subject in Swedish universities and colleges. The lessons in the Swedish primary schools in this particular subject is still handled by teachers who have no education in the subject. The purpose of this study has been to compare how three teachers with education in Swedish as a second language and three teachers who lack education in Swedish as a second language reasons about their use and choices of fiction. To answer this I prepared the following questions:

• How do six teacher reason about the use of fiction in teaching? Is there any difference between teachers with or without Swedish as a second language education, in how they describe the use of fiction?
• What are the opportunities and obstacles they consider there is with the use of fiction? Is there any difference in their reasoning based on their education?
• How do they reason about their choices of fiction? Is there any difference in the reasoning between the teachers with or without Swedish as a second language education?

The study is based on a qualitative method with six interviews. The theoretical basis this study is based on is theories about the connection between the reader and the text, especially Louise M Rosenblatts transactional theory and Kathleen McCromicks repertoarers. Based on what research and theory suggests, the results show that, teachers with an Swedish as a second language education have a greater knowledge of how fiction should be used in teaching. It also shows that teachers with an education sees a little less obstacles on the use of fiction. They also have a greater understanding of how the choices of books should be made when it comes to using fiction with pupils with swedish as a second language.