This paper is studying to what extent Norwegian teachers are stimulating students’ engagement with reading, according to the students. Two data sources have been used: 1. In depth interviews with 42 students about reading strategies and engagement in and outside school, here with a special focus on what their teachers have done to make them strategic and engaged readers. The results show that students have experienced little reading instruction and reading inspiration from their teachers. 2. Norwegian 15-year-olds’ evaluation of their interaction with their teachers, focusing on the extent to which teachers stimulate students’ engagement with reading, based on questionnaire data from PISA 2009. Students were asked seven questions to describe the frequency with which teachers ask students to explain the meaning of a text, challenge students, give time for students to think about their answers, recommend books to students, encourage students to express their opinions about a text, help students relate what they read to their lives and how the information in the texts builds on what they already know. The results show that Norwegian students report a relatively low involvement among teachers in stimulating students’ engagement with reading, compared to the OECD average.