The aim of this study is to examine the silent reading in school from a teacher- and student point of view. The study is based on a qualitive method with semistructured interviews with teachers and students in fourth grade at a school in central Sweden. The selection of informants is made out of several criterias; the teachers had to teach Swedish and practice silent reading in the classroom and the students were in need of or had been in need of specialeducation regarding their reading development and also practiced silent reading in class. The result shows that silent reading is a planned activity and is conducted several times a week. The teachers consider the silent reading to have several benefits; it is an activity that increases the students interest in reading and they also believe that it develops several reading and writing skills. There are different attitudes among the students of how they experience the silent reading, but they all express the importance of good choices of books and a stimulating reading environment. However, both the students and the teachers express that there is very limited feedback and respons during silent reading. One conclusion of the study is that silent reading needs to be developed to meet all students, regardless of their difficulties. The teachers have to be more aware of how important their role as a reading model is and how significant the reading enviroment, the choice of literature and the possibility to react and respond are for the silent reading.