The survey is based on qualitative research interviews with four active teachers from primary school. The purpose of the study is to gain knowledge of how primary school teacher looks at the model reciprocal teaching tool to integrate reading comprehension in teaching. The issue affects teachers 'views on reading comprehension and their role in students' development, as well as how reading comprehension model works in teacher education. The results show that teachers have different views on the model and its impact on students' reading comprehension development. Three of the teachers believe that model supports students in developing reading comprehension. The reason for this could be the teachers' lack of knowledge of the model and that class skill levels differ. The use of the model reading strategies vary depending on the teacher's priorities and interest in reading comprehension in teaching. One of the informants is familiar with reciprocal teaching and daily prioritise the model and the teacher can also ensure success in the students' reading comprehension development.