The poor results of 15 year old Swedish students in the 2012 PISA-investigation serve as the main inspiration for this essay. Though aware that PISA measures a range of skills, including math-, science- and reading abilities, a deliberate focus has been placed on the latter. Unsatisfactory math- and science results are sure to bare consequences ahead, but poor reading skills affect the comprehension of all other subjects combined and is therefore of utmost importance.This essay explores the roles of teachers and school librarians in the promotion of reading, as well as their ways of cooperating in strengthening students' reading abilities. Questions of particular interest are: In what ways do teachers' and school librarians' views of ongoing reading promoting activities differ? How does the school and school library contribute to reading promotion and reading comprehension among students? What factors unite teachers and school librarians in their attempts to promote reading, as far as pedagogical roles are concerned?Working on this essay, a total of seven qualitative interviews were conducted. The interviews were spread among three different schools, elementary-through-high school. The material was weighed against the sociocultural perspective of learning, serving as this study's main theoretical framework. The sociocultural view states the importance of interaction in the process of learning. In accordance, my results show that reading comprehension is best approved by the interaction between students, teachers and school librarians.