The aim of this Bachelor´s thesis is to contribute to theunderstanding of the headmaster´s view of his role when it comes to developing the school library and in particular the work of integrating the library into the teaching. The basis is three questions: What views do the headmasters express regarding the libraries´ main functions? What views do the headmasters express regarding their own importance for the school libraries´ pedagogical role? How do the headmasters regard the interaction between teachers and librarians, as to how the interaction works? To get answers to these questions we conducted semi-structured interviews with headmasters of secondary schools. As a theoretical starting point, we used our own taxonomy for headmasters. The basis of our taxonomy are from the points by the “Svenska biblioteksföreningen” and “Kungliga biblioteket”, which together form a description of a school library integrated in the school curricula. Loertscher´s taxonomy for teachers has contributed as a role model. Our taxonomy has like Loertscher´s four levels. We call the different levels: the Traditionalist, the Contended, the Agential and the Pedagogical Leader. To a certain extent our interviews have contributed to the descriptions of what characterizes the headmasters’ way of working at respective level. Every level initially describes the headmaster´s view and way of using the school library and what characterize the activities. The result of our study reveals many different opinions as to the headmaster’s role, but a view of the school library as mainly a reading promoting institution dominates. / Program: Bibliotekarie