Thus far, Pierre Bourdieu’s concepts of capital, field and habitus have not been discussed together with the literature a teacher chooses in the subject English at a Swedish secondary school. However, this study aims to provide more research in this area, as well as how the concepts of capital, field and habitus affect the teacher in how he or she works with literature. This essay discusses the choice of literature of four teachers, as well as how the teachers work with the literature in the classroom. Furthermore, this essay observes that these teachers’ colleagues, time and experience are important factors in their choice of literature and teaching methods. Since these specific factors were found important, the essay concludes that Bourdieu’s concepts of capital and field are more represented than his idea of habitus in the teachers’ choice of literature, as well as how they work with the literature. This conclusion has been made since the teachers used the same approaches when it came to teaching literature, even though they did not have the same education or experience. In other words, the different habitus the teachers have, in this case their education, are in the end almost irrelevant since the teachers used the same approaches as each other, no matter what education they had or when they had it.