The purpose of this study is to compare Swedish as a second language (SVA) and Swedish (SVE) with focus on how the teachers think about literary studies. Interviews with three teachers in each course have been made. The results of the study are indicative rather than measurable. The interviews show that the aspect of language is more important to the SVA-teachers. There are differences in the curriculums, not only connected to the aim of developing an acceptable language, but also in contents. The teachers in SVA chose modern literature and the teacher in SVE chose classic literature and this is coherent with the curriculum. The conclusions are that the aim on developing the language in SVA is necessary, since the students who are attending that course not have reached the same level in language as the SVE-students have. But earlier research in the subject indicates that the capability to read different kind of literature does not need to be connected with skills in language. There are no justifiable arguments for the differences in content in the curriculum according to literary studies. The students may have advantages in discussing literature in mixed classes but the prework need to be different with the starting point that the students in SVA need more help with the understanding of words. The difficulties with the understanding of the whole book do not necessarily have a connection with the difficulties with the language.