This thesis aims to analyze students’ attitudes towards reading fiction in the ESL classroom. The results aim to create deeper understanding of how reading fiction can benefit and motivate vocational students to learn English. A thematic analysis has been conducted and the material is gathered from interviews with fifteen upper secondary vocational students in Sweden. Results showed that most students expressed positive attitudes towards reading fiction, others were more neutral, and only a few expressed negative attitudes. Students were foremost intrinsically motivated to read fiction in English if what they read was interesting, the texts were short, and they could choose what to read themselves. None were explicitly motivated by extrinsic motivational factors. Students expressed that reading helped develop their language skills in terms of their vocabulary, but difficult words also hindered them in their reading. Students favored reading in their L1 because then reading was considered easier, except for the few bilingual students who preferred reading in English over their L1 or Swedish. The participants were divided whether they preferred to read individually or together, if they wanted to discuss or write about the text, and if they preferred reading on paper or on screen. Creating the most beneficial and motivational reading environment for each student in their classroom is difficult. How fiction should be read in the classroom must differ since students preferred to read fiction in diverse ways. If students are allowed to read in the way they prefer but are also at times challenged to read differently, they can develop existing and new reading strategies and thereby become more proficient users of English.