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The article describes the learning practices created by 12 vocational teachers from five programs by the tasks they give their students to work with. 'Classroom tasks' were observed and analysed according to their content, their forms, and the tools used. Further, the texts used for/written in connection with the tasks were classified. Three types of tasks were identified: school tasks, simulation tasks and vocational tasks. Many tasks in all three categories required the students to read quite a lot. The texts the students were to read were of two kinds: school texts and vocational texts (manuals, handbooks etc.). Most of the texts were vocational and were part of the tools the students were supposed to use in their daily work. This indicates that vocational education, often assumed to be 'practical' as opposed to 'theoretical' programs that prepare for further studies, also increasingly relies on texts. The texts you read and how you read them are, however, specific for each vocational area. The different learning practices, represented by the tasks in this study, can be described as bridging from one social practice, that of the school, to another, that of the vocation.