The aim of this study is to evaluate teachers’ descriptions of their usage of reading comprehension strategies as well as reading comprehension strategies in a multilingual classroom. In addition, the study examines what challenges the teachers believe they face in their daily work with multilingual students. This study has a qualitative approach and semi-structured interviews were conducted with six middle school teachers with varying subject qualifications in Swedish, Swedish as a second language, social studies, and STEM-subjects. All the teachers teach multilingual students. The theoretical outline is the sociocultural perspective which is focused on the learner’s interaction with its environment as well as the schema theory which emphasizes the role of previous knowledge to interpret and understand new knowledge. The division of this study is reading comprehension and reading strategies, explicit teaching of multilingual students as well as challenges and co-operation.  The results show that the teachers use some reading comprehension strategies and that the biggest challenge is the students’ perceived lack of vocabulary. The conclusion is that the teachers in this study were using reading strategies to a lesser extent when teaching and, that the strategies which were used were mainly focusing on translation and not contextualizing. This highlights the need for professional development focusing on reading comprehension and reading comprehension strategies as well as the development of the professional language.