This thesis explores the reading practices of nine first-generation immigrants to Sweden. By using semi-structured interviews and the framework of constructivist grounded theory, it analyses how its participants understand, encounter and enact reading practices. A nonlinear coding process is used to understand the activities, meaning and intention of participants’ reading practices. It draws on the critical reading studies of Lundh, Hedemark and Lindsköld to learn about its participants’ reading practices empirically, taking sides with them and centring their perspectives. Rosenblatt’s reader-response theory informs an understanding of the value participants assign to their reading practices, and whether these are inherent to the practice itself, or serve another, instrumental goal. Findings reveal surprising cohesiveness of personal reading practices, with work and study practices more strongly influenced by circumstances, and a tendency to read in English regardless of origin or native language. This thesis adds to the empirical research on the reading practices of immigrants, and to practices around reading and literacy in Sweden.