The aim of this study is to examine the possibilities that Mats Berggren’s novel Din syster måste dö (2017) offers for discussing honor-related violence and oppression, and how the novel relates to the school’s values-based work. In order to address this aim, research questions have been formulated concerning representations of honor-related violence and oppression, representations of the relationship between age and gender, and how the novel can be used in discussion and teaching. To answer the aim and research questions, a literary interpretation of the novel has been conducted, and a communication model has been used to identify and analyze relevant passages. The theoretical frameworks applied in the analysis are intersectionality, with a focus on the categories of age and gender, as well as the concept of didactic potential, which is used to examine the novel’s educational possibilities. The analysis shows that the novel depicts several forms of honor-related violence and oppression, including both physical and psychological violence, and illustrates how such violence affects different characters in the narrative. Furthermore, the analysis demonstrates that age and gender have a significant impact on the power structures portrayed in the novel, as well as on the construction of different family roles. Through the close reading, the didactic potential of the novel has been analyzed. The novel shows strong potential as a didactic tool for discussion and teaching about honor-related violence and oppression, but its use requires preparation and prior knowledge on the part of both teachers and students. The findings of this study indicate that Mats Berggren’s Din syster måste dö (2017) is a suitable didactic tool for teaching lower secondary school students about core values issues, particularly honor-related violence and oppression.