The aim of this qualitative study was to examine the perception of using talking books at school among children with reading impairment. Three research questions were formulated; In what ways do children use talking books at home? In what ways do children use talking books at school? Are there any differences in the usage between the two environments, and how can they be explained? To answer these questions, semistructured interviews were conducted with six pupils at a Swedish Elementary School. All the informants have access to thelegimus.se digital library which is the central lending facility at the Swedish Agency for Accessible Media (MTM). In order to analyze the interviews, a theoretical framework was set up containing a user´s perspective, a childrens perspective and asocio-cultural perspective. The study shows that young users of talking books use these at home, but very rarely or never at school. It was further established that the users did not look upon using talking books as being equal to reading printed books. The issues experienced by these users were identified as mainly due to two different phenomenon. Firstly, the predominant approach of reading printed texts as yet being the preferable way to obtain knowledge. Furthermore the teachers´ lack of knowledge how to assist their pupils with using talking books at school.