In this paper, the aim was to investigate how the Swedish subject is projected in textbooks for grade 6 and grade 9. The study was conducted based on the grounds that teachers need to be aware of the increasing expectations placed on students’ literacyknowledge. To determine how well a textbook helps students to develop these skills, four textbooks’ assignments have been analyzed using textual analysis based on learning theories, literacypractices and Swedish substance conceptions. After completing the analysis, it was concluded that the assignments that practice basic reading and writing skills, are most prominent in the selected textbooks.