The thesis of this essay is how literary texts are selected in the teaching of Swedish in upper secondary school, and how teachers reflect upon gender in these selections. To answer the thesis question three methods have been used. Firstly interviews were held with five teachers of Swedish, which have been the primary source for the essay. In addition to the interviews, I have examined two literary anthologies used as teaching aid in the teaching of Swedish and lastly I analyzed the literature and authors that the teachers explicitly express that they use in their tutoring. The secondary sources of this thesis contain research on selections of fictional texts, literary canon and students’ re-production of gender. The conclusion of the essay is that four components affect the selection of texts. The superior components to the selection are the students and the teachers, mostly by the students’ ability to identify with the text and the level of knowledge of both teachers and students. The subordinate components to the selections are the materials in form of teaching aids as well as the school via the curriculum and a literary canon. The essay also concludes that teachers do not reflect upon gender in the same way in their actual selections as they do in their rhetoric about the selections of texts.