For years, Swedish boys have earned lower grades than girls in many school subjects. The reasons for this and how to tackle the problem is widely debated. This study investigates literature aimed to aid teachers in raising boys’ performance in school with an emphasis on reading. The study uses gender analysis to examine whether or not the strategies found in the literature are based on gender stereotypes. Furthermore, the study examines if the strategies can be applied within the Swedish school system. The analysis showed that the studied literature based its strategies on gender stereotypes and that most strategies were technically applicable within the school system in Sweden. However, the stereotypes that the strategies were based on do not conform with the democratic values that Swedish educators have to convey. Instead, the study proposes that strategies that are not based on gender be used, as well as teachers working against gender stereotypes, in order to help improve boys’ reading and overall performance in school.