Sweden established a new education act in July 2011, which stipulated that all schools must have a school library. The act, however, lacks substance and does not offer a definition of what a school library actually is. This makes the act open for interpretation by all involved parties. Differences that arise because of the act’s lack of definition causes an unequal access to school libraries among Swedish pupils, which, in turn, can affect their future. This Bachelor’s thesis aim is to increase the knowledge of how principals of municipal primary schools, in the more socioeconomic prosperous areas in Gothenburg, relate to the school library's activities and the school librariesimportance. Focus is on how the principals reason about the significance of school libraries and the considerations that form the basis for the library's funding. We gather the empirical material for this study by using qualitative semistructuredi nterviews and the theoretical framework we useis David V. Loertscher taxonomy for school leaders. By comparing our results to previous research we, once more, conclude that the law is insufficient and that the principals have different opinions about the school libraries due to the ambiguity of the law. The principals are aware of the importance of reading, but they are limited by the economic situation. The biggest obstacle is lack of money, which inturn may give the pupils in Gothenburg different conditions.