The present work is an in-depth study of four pre-service teachers own experience of reading in different contexts and for different reasons. The aim is to analyze what the students express as significant on reading in a life history perspective by the use of narratives. The following questions were asked: • What aspects are expressed as significant in the students’ narratives in a life perspective, from early reading to the encounter with reading in teacher education? • What aspects are expressed as significant in the narratives of the students’ reading during their reading in teacher education? Initial pre-service students’ narratives are analyzed in this study. A social-cultural perspective on reading is used in the narrative analysis. The analysis resulted in a description of the students’ reading trajectories. As an over- arching result, the students’ narratives revealed that reading is a relational process regardless of context and stage of life. In every context in a life perspective reading occurs with significant others. Significant others seems important in every literacy context from new readers in primary school to pre-service teachers’ reading in teacher education.