The goal of this research is to find out experiences of Croatian language teachers about the reading assignments in elementary school and high school. The theoretical part of this paper is based on the assignments and goals of reading prescribed by the curriculum, the role of the teacher, as well as factors that contribute to efficacy of book reports. One section of the theoretical part is based on the changes of the curriculum in Croatian language and literature teaching, along with the review on the current issues of selection of obligatory writings for reading assignments. Furthermore, the research depicted in this paper included the experiences of twelve teachers of elementary school and high school. The goal of the research is to examine the quantity of student’s reading habits, as well as to determine teacher’s assessment of appropriateness of the content, quantity and genre of reading assignments in accordance with student’s interests and capacities. Also, the goal of the paper is to notice the means of realisation of teaching, the control of the read content and prevention of plagiary through interview with the teachers about their practice of teaching. Finally, the outcomes of the research indicate that the teachers have reported reduced interest for reading which is attributed to different factors. The ones that stand out the most are contemporary lifestyle, the presence of digital media, as well as insufficient motivation. The preparation for the class is adjusted to the interests of students, and the realisation follows student’s potential. Moreover, the teachers believe that the lack of interest appears when the content of the book becomes more complex and when the topic does not meet the preferences of students. The most of the teachers agree on the necessity of evaluation of reading assignments while the smaller part of teachers believe the reading assignment to be more than mere mark; they consider it learning for life and for that reason disagree with the evaluation. However, it was noticed that the teachers who have more work experience use more alternative approach to motivate students, prepare class and evaluate students, while the teachers with less work experience strive to adjust the class to contemporary lifestyle by using new digital media.