The aim of this paper is to examine why Swedish teachers and multilingual secondary   school pupils think it is important to read fiction, how Swedish teachers work with fiction in the multicultural classroom and how they motivate their multilingual pupils to read more by adapting fiction to their capabilities and experiences. We have done interviews with four Swedish teachers and 12 multilingual pupils. The following questions are the starting point of this essay:

• Why do Swedish teachers and multilingual pupils think that it is important to read fiction?  
• How can the Swedish teachers in the multicultural classroom motivate their multilingual pupils to read more fiction?

The result of this paper showed that both the Swedish teachers and the multilingual pupils thought it was important to read fiction because it partly gives themselves the opportunity to acquaint with other cultures and it helps them to improve their language. The teachers motivate their multilingual pupils by reading out loud, reading in groups and by minimizing language difficulties that may occur in the fiction. We have come to the conclusion that the teachers mainly adapt the literature to the student’s language conditions and not by using books that have a starting point in their culture.