The purpose of this paper is to examine, through the process of close reading, the usage of different motives and narrative perspectives in Max Brooks´ bestselling novel World war Z: An Oral History of the Zombie War, such as narration, the usage of the zombie and moral projections. As this paper also takes an overviewing pedagogic direction, the paper aims to present the positive outcome of reading fiction, in alignment with the envisionment-arguments of Judith A. Langer, and how this can be implemented in the Swedish school system. A great amount of different claims were made in the analysis, due to the setting of the narratological hermeneutic alignment. For instance, the analysis revealed that WWZ could be read as an exposition of human behavior, when pushed to the edge of extinction, but it can also be seen as a mockumentary in book form – exposing some of the backsides of the capitalistic system. As for the pedagogic perspective, Langer’s concept of envisionment shows that merging the reading of fiction with group discussion can widen pupils grasping of different world phenomena, and thus stimulate their will for a lifelong learning, which correlates with one the of the core objectives and values in the Swedish school curriculum.