This study aims to analyze upper secondary students’ experiences and interpretations ofpoetry reading. Earlier research has shown that some students experience difficulties withpoetry reading, as they often try to make sense of the poem rather than focusing on themeaning. However, students are also capable of making advanced symbolic interpretations,and find poetry reading enjoyable as well as meaningful. Focus group interviews werecarried out to analyze Swedish students’ experiences and interpretations, as well as whatreading types they used. Six participants analyzed a poem, and answered questions abouttheir poetry reading. The answers were analyzed with Louise Rosenblatt’s reader-responsetheory, including her concepts of efferent and aesthetic reading, as well as Rita Felski’s fourmodes of textual engagement. Results showed that the students’ experiences of poetryreading differs and are dependent on if meaning is made. The students are able to makeadvanced interpretations, and usually combine their reading with both efferent and aestheticreading. In terms of textual engagement, recognition and enchantment were found valuablein the students’ experiences of poetry reading. Students also claimed that teachers expectcertain answers which restricts their personal interpretations and in turn, their experiences.