This paper is based on in depth interviews with 42 Norwegian 9th grade students. The aim of the interview study is to examine Norwegian 14-year-olds’ voluntary reading outside school, and their attitudes towards reading in and outside school, in a gender perspective. There will also be a focus on the reading instruction that students have experienced in upper secondary school. In the PISA design students’ reading engagement is measured by means of a student questionnaire, where students are asked how much time they spend daily reading for enjoyment, if they agree or disagreed with nine statements about reading, and how often they read six different kinds of reading materials for enjoyment. Students are not asked to elaborate any of these issues. In my qualitative following up study, framed within the PISA+ methodology, I have used the PISA questionnaire as a stepping stone for digging into boys and girls rationale regarding reading habits and reading strategies.