This study focuses, from a bilingual perspective, on how a Swedish national test is intended to promote critical literacy and language development in line with related aims in syllabuses for Swedish and Swedish as a second language. The material consists of reading and writing assignments and prescribed classroom preparations (including inspiration material). The method of analysis is Janks’ model for critical literacy education, focusing on orientations to domination, diversity, access and design. The main findings are that aspirations to critical literacy are lacking in both the reading and writing assignments and in the prescribed classroom preparations. The directions for using the inspiration material do not mention discussing power relations and there are no directions for explicit pedagogy demonstrating how the language of the inspiration story can be analysed as regards power expressions or other word choices suitable for the theme of the writing assignments.