The situation in Sweden in regards to school libraries has been extensively discussed under quite some time. The discussion intensified when the school library got mentioned in the Swedish education act in 2011 stating that all pupils in Swedish schools should have access to a school library. However, it is far from the case in Sweden today. The aim of this study is to create and contribute knowledge about school district managers perception of the Swedish education act regarding the school library and how they work to implement this in the schools in their district. In order to do this, five semi-structured interviews were conducted with five school district managers in five Swedish municipalities. The transcript from these interviews were analyzed using qualitative content analysis structured by concept from implementation theory. These concepts focus on the design of the intervention (the education act), the executor (the school district managers) and the context. These concepts is further analyzed with aspect of the school districts managers will, understanding and ability to implement the educational act. The result shows that the school district managers find the educational act indistinct regarding what is meant with” access to” and” school library”. It also shows that this indistinctness allows the school district managers to form their own picture of what is meant with these words and that these pictures form how they work to implement the educational act and what their role is in the implementation.