The study’s purpose is to examine teachers’ perceptions of genre pedagogy and mentor texts toteach writing in upper-secondary school. Previously many English teachers in Sweden usedprocess pedagogy to teach writing, an approach that encourages students to create drafts andrevise their texts accordingly. The study finds that even though this approach is still active inupper-secondary schools in Sweden, teachers feel that providing time for revisions isimpossible. Further, the study finds that teachers have started to provide their students withmodel texts that can give students a hands-on model for writing their own texts. The use ofmodel texts in genre pedagogy and mentor texts approach will be examined in this study. Thestudy has been conducted using interviews with teachers in upper-secondary schools in Sweden.The interviews were semi-structured and constructed using themes to simplify the analysis ofthe results. The results from the study show that the interviewed teachers of upper-secondaryschools in Sweden believe that students benefit from being provided with models in for writing.The teachers also believe that the students are benefited from seeing the structure of the modeltext, which can encourage students to structure their own writing similarly. The teachersinterviewed in the study perceive genre pedagogy and mentor texts approach to supportstudents’ development as successful communicators in the English written language.