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This study investigates whether course books as well as English teachers at Swedish uppersecondary schools give students opportunities to learn and work together during writtengroup assignments. Six course books for Swedish upper secondary are investigated. Thesebooks are evenly distributed between the courses English 5 and 6. Additionally, five Englishteachers were interviewed. Method wise, a content analysis is applied for both thecoursebooks as well as the transcripts from the interviews. Furthermore, the data isanalysed through the usage of phenomenography where the study aims to summarize theteachers’ perspectives on written group assignments. The results show that three of theexamined course books included group writing assignments. In addition, the results showthat two of the five participating teachers regularly use group writing assignments.Furthermore, all the participating teachers mentioned that they value the importance ofletting their students learn from one another and being equally invested during group work.