This study examines how public libraries work with reading promotion in relation to the national minority languages in Sweden, and which conditions shape this work. The national minority languages concluded are Finish, Meänkieli and Sami. The study focuses on two research questions: how librarians and other library workers within administrative areas promote reading in relation to the national minority languages, and how the elements material, competence and meaning interact in this practice. The theoretical framework is based on Shove, Pantzarand Watson’s (2012) model of social practice. Drawing on practice theory, reading promotion is understood as a situated practice formed through the elements: material, competence and meaning. The empirical material consists of a survey distributed to librarians and other library employees working in municipalities with responsibility for one or more national minority languages. The data were analyzed using both quantitative and qualitative approaches. The findings of this study show that reading promotion for minority languages is characterized by local variations and collaborations. The study also shows that material, competence and meaning all play a necessary role in sustaining this work. This study contributes to a broader understanding of how public libraries promote reading for national minorities and the types of activities that shape this work. Further research is needed to explore the perspectives and experiences of the target groups themselves.