The purpose of this study is to investigate and compare the motivations and justificationsof teachers of Swedish concerning the teaching of fiction and other longer texts inSwedish 1 at vocational and college preparatory schools. The study aims to answer thefollowing questions: (1) What are the motivations Swedish teachers have concerning theteaching of fiction, and (2) How do teachers of Swedish justify their selection ofmaterials used to teach fiction and other longer texts in vocational and collegepreparatory upper secondary schools? To investigate what motivates teachers ofSwedish concerning the teaching of fiction and other longer texts, and to investigate howteachers justify their selection of materials for such teachings, semi-structured in-depthinterviews were conducted. In the analysis of the empirical material of this study,Malmgren’s theory about three different constructions of Swedish as a subject in Swedishschools, in conjunction with Gunilla Molloy’s fourth addition were used. As a complementto this theory, Witte and Sâmihãian’s paradigm theory was also utilized. Six licensedteachers were interviewed and the results show that the teachers at both vocational andcollege preparatory schools justified the inclusion of reading fiction in the teaching of theSwedish language in different ways based on Malmgren’s theory of three differentconstructions of Swedish as a subject in Swedish schools.