The aim of this study is to increase knowledge about how teachers in grades 1–3 experience cooperative learning in reading comprehension teaching. Furthermore, the purpose is also to examine the advantages and disadvantages that the teachers experience with the approach are also made visible. The intention of the study is to investigate the teachers' usage, knowledge and experience of cooperative learning in reading comprehension teaching. To fulfill the aim of the study, a qualitative semi-structured interview study was conducted in which four active teachers at three different schools participated. The theoretical framework for the study is the sociocultural theory where the transcripts were analyzed using a phenomenographic analysis method.In summary, the results showed that teachers use cooperative learning in various degrees. The teachers' knowledge and experience of cooperative learning is of great importance for how much of the teaching applies to the approach. In general, as all teachers, that the working method is favorable for the students' knowledge development and social ability.