Several previous studies have shown an overrepresentation of reading and writing difficulties among patients in psychiatric clinics. However, few studies have conducted reading interventions aimed at improving patients' reading ability. The present study aimed to investigate the sustainability of a previously implemented reading intervention one year after completion. Furthermore, the purpose was to examine how patients perceived a reading intervention and how they experienced their previous schooling. Participants comprised 20 patients who had previously undergone 13 sessions of reading interventions. The results showed that the patients had maintained the same reading level they had immediately after the interventions ended. Most participants had experienced troublesome schooling. However, they perceived reading interventions as a rewarding and meaningful activity at the institutions. The results are discussed concerning social, pedagogical, and psychological aspects.