This masters thesis examines the reading environment during "booktalk", with special reference to a reading project in compulsory comprehensive and upper secondary schools in Stockholm. The main question is: What does the reading environment look like during booktalk? Three questions are asked: Which factors affect the reading environment? Which are the conditions concerning book selection and book availability? How do the librarians perform as enabling adults? Different groups of pupils, together with their teachers and the librarian, are studied during booktalks in five schools. The study uses a qualitative approach, which takes the form of open observations during 15 booktalks and one interview with the two librarians involved in the project and studies of literature. The theoretical framework is Aidan Chambers theory relating to reading environment and its effects upon the reading process. The questions are answered by analysing the empirical result together with the theory and the literature. The study shows that school libraries make a more stimulating environment than classrooms. The reading environment deteriorates when groups are too large in relation to the size of the room. The pupils interest decrease when booktalk proceeds for more than 30 minutes and if it takes place at an inconvenient time. Reading aloud has a positive effect on the pupils interest, unlike when general information about reading is given. The reading environment improves when librarians and teachers collaborate and demonstrate their own interest in literature. A wide book selection is offered by the project. Book availability is however low and because of that the pupils are unable to borrow books in connection with the booktalk. The librarians act as supportive adults by being flexible and responsive in relation to the pupils, regarding book choice, reading aloud and behaviour. They have knowledge of new childrens and youth literature and make efforts to mediate a positive and enjoyable attitude to reading.