This study aims to explore how middle school pupils use their school library during breaks. The empirical data consists of the participants own descriptions of the purpose of their visits, the self-initiated practices and what the library means to them as a social space in school. According to the literature, user perspective on school libraries are considered to be an under-researched area and the aim of this study is to gain a better understanding of how pupils views and values voluntary library practices and access to the school library outside of class time. Therefore the study focuses on the respondents’ own perceptions of what the library means to them. Data was collected through two qualitative methods. First the pupils provided written self-stories which were then followed by short semi-structured interviews. In total 13 pupils, all of them six graders, chose to participate. The study was carried out at a primary school in the outskirts of Stockholm in 2022. A qualitative content analysis was carried out in which several recurring themes were identified. Findings indicates that most of the participating pupils use the library for a variety of purposes and that they in particular appreciate the library for the many possibilities it offers. Quiet socializing, doing schoolwork, reading and borrowing books, playing games, watching films or just resting and recharging are examples of the diverse purposes for frequenting the library on breaks. The result was then analyzed using certain theoretical concepts from Anthony Giddens structuration theory which was then used and slightly adapted by school library scholar Elisabeth Tallaksen Rafste. The school library is regarded as its own social system and the study investigates whether the empirical datasupport Rafste’s theory that the school library constitutes a porous social system which refers to the system being able to change character based on the actors’ situated practices in the room. Conclusions suggests that the pupils particularly values the calm and peaceful enviroment and the freedom of choosing and engaging in a broad range of activities. Their collected responses indicates that the space is highly valued due to its characteristics: quietude, freedom and autonomy. Hence the library appears to be experienced as a back region in school. But through the described practices, consisting of formal as well as informal practices, the library appears to function as a porous social system.