Abstract The aim of the study is to investigate what the concept of “love of reading” means and how selected teachers act strategically to increase the love of reading in pupils in grade two. The Swedish concept of love of reading (läslust) has not always had the same meaning; in the past it was used in connection with the desire to pursue further studies, while the term is used today when talking about pupils’ own will to read books. The ability to read is a significant part of a pupil’s schooling, and therefore it is important to work to ensure that pupils love reading. Based on qualitative interviews with both teachers and pupils, the results show that teachers’ knowledge plays a significant part for how pupils are motivated to read. The strategies the teachers use to increase the pupils’ love of reading can be traced back to earlier research showing that these strategies are good for stimulating a love of reading among pupils in the early grades of school. Strategies that emerge in this investigation are mainly book selections, readings, discussions literature and the silent individual reading.The pupils expressed a desire for more support in their choice of books and wanted teachers to be greater role models for them when it comes to reading in school. One conclusion of the study is that motivation and reading comprehension are two phenomena, which play an important part in acquiring a love of reading.