This qualitative study focuses on finding out how middle school teachers work with the reading strategy “to predict” to develop students into good readers. The starting point was to find out how they work and how they help students become better readers through scaffolding. In addition, the study focuses on teachers' different experiences regarding the reading strategy. The results are analyzed based on Duke & Pearson's reading teaching model, Vygotsky's theory about scaffolding as well as a phenomenographic approach.  The results show that teachers work differently with the reading strategy. Their main reason for using the strategy is to arouse students' interest and thus get them to read more. This will make students good readers. The results also show that they are working with the strategy when reading a new book or text. Students will have the opportunity to explain, motivate and argue. The teachers support the students by being there as the competent second and through guidance that provides students with enough knowledge to cope with a task on their own. Finally, the results can be summarized in such way that teachers have different experiences and knowledge regarding the strategy “to predict” and therefore interpret the curriculum differently. The teaching therefore does not look the same in all classrooms and the use of the strategy becomes visible in different teachers.