The purpose of this qualitative study is to examine what possibilities and obstacles teachers may experience when working with the ASL-method from a perspective that concerns students’ literacy development. The reason why we have chosen to study the ASL-method is that this method has spread like wildfire in Swedish schools to streamline literacy development among students. We have gathered our empirical data through semi-structured interviews with five teachers who actively work with the ASL-method. The results show that the method contributes to individualized and enjoyable learning since students can work from their own knowledge and language levels. This study also shows that the ASL-method contributes to more opportunities than obstacles, but there are some factors to consider when implementing this method in the classroom such as the teachers competence, personal qualifications and what demands it may put on teachers and students. Altogether, this study gives a balanced presentation of the ASL-method to teachers who are considering implementing this method in their teaching.