The aim of this study was to explore the attitude towards using the fantasy genre while teaching literature among Swedish teachers, students and a librarian. Furthermore, the main focus was to see if the fantasy genre could contribute to the students’ cognitive and emotional development, as well as explore if using the fantasy genre could have beneficial outcomes for the students, in order for them to reach the aims of the curriculum, in the different levels of Swedish. The methods used were semi-structured interviews with three upper secondary Swedish teachers and one librarian and 47 questionnaires to students from three different classes, in the South of Sweden. The interview questions and the questioners were analyzed taking into account current research within the area, and further based on my own experience. The compiled results showed that the responding teachers and the librarian could all see positive outcomes of using the genre. 50 percent of the students would have liked to see more fantasy in their education and 50 percent had no such desire. All the interviewees thought that fantasy had a positive effect on the students’ cognitive and emotional development. The teachers also thought that using the genre in their teaching could help the students reach the aims of the curriculum, which was something 50 percent of the students noticed as well.