The focus of this study has been to study if reading fiction in a second language affects the linguistic development of that language and if so, in what way. Our starting point is that students who read fiction will develop their second language to a greater extent. The study has been conducted at a multi-cultural school in the south of Sweden. Our primary objective has been to evaluate how teachers use fiction in this particular school. Interviewing students about their opinions on how reading fiction may affect their linguistic development has played a big part in the study. We have used a qualitative method because we considered semi-structured interviews would fit our objective. We have also made observations which are also used in qualitative methods. Our main question is how reading fiction affects the linguistic development for pupils learning a second language. Earlier research shows that it was not until the 1970's that Swedish, as a second language, was added to the Swedish curriculum. During this time period you could also see an increased interest for fiction in the schools. The results of our study show that reading fiction has a positive effect on the linguistic development of pupils who learn a second language. We noticed a broader vocabulary of those pupils who read a lot of fiction.