In recent years, several national and international assessments have indicated a downward trend in students’ reading abilities, highlighting the importance of investigating factors that can promote reading. This study aims to explore how the physical classroom environment influences students’ reading motivation and engagement in grades F–3. The problem formulation stems from a desire to understand which aspects of the physical classroom environment may affect students’ reading, as well as how teachers can intentionally design the environment to enhance students’ motivation. The study adopts a pedagogical perspective and is based on Vischer’s (2007) theoretical framework Environment Comfort, where physical environment, functionality, and psychological impact serve as analytical concepts.

Data collection was carried out through semi-structured interviews with eight active teachers from two schools. The analysis, inspired by thematic analysis, shows that classrooms offering accessible and varied book choices, flexible seating arrangements, and safe, inspiring reading spaces have a positive impact on students’ engagement in reading. The teacher’s role as a reading role model and as a guide in the design of reading environments emerges as particularly important. The results also show that small changes in the classroom environment can have significant effects on both students’ motivation and concentration.

The study’s conclusions emphasize the importance of consciously designing the classroom environment to support students’ reading. Furthermore, the significance of viewing the classroom environment as an active and integrated part of the educational practice is highlighted.