This paper provides an investigation of recent empirical research from the EFL literature on the advantages and possible problems that may occur when using films in Swedish upper secondary schools to increase student interaction and oral production during English lessons. Also examined is what specific film-based teaching strategies educators can utilize to increase the level of speaking and interacting in the English classrooms for Swedish secondary-school students. The investigation shows that although a number of researchers agree on the many benefits of using films was large, some problems can also be identified. These advantages and problems are discussed in the study in light of different teaching theories, for example, Vygotsky’s zone of proximal development and the Swedish curriculum. Overall, films were found to be a valid tool to be used for teachers to increase the production of speaking and interacting in Swedish upper secondary schools.