The purpose of this study is to examine if the students’ reading motivation and students’ socio economic status (SES) will affect teacher ratings on students’ reading abilities. In PIRLS 2001, Swedish teachers rated each student on a number of statements regarding the students’ reading and writing abilities on a scale ranging from 1-10. The statements originated from criterions in the Swedish curricula. The data was modelled through a two-level structural equation model, were both students individual characteristics and teacher characteristics could be examined. In the initial step of the analyses, teachers’ ratings were predicted by the students’ test results. The next step, student motivation and SES were introduced to test whether these covariates have any influence on the teacher ratings, given that students with different characteristics perform at an equal level on the PIRLS test. This question relates to equity and equality and the first results indicate that teachers rate highly motivated students at a higher level, even though they perform at the same achievement level in the PIRLS test.