The following project proposes a qualitative study through a reading comprehension activity and a reading habits survey administered to students from different grades (1st and 3rd of secondary school and 1rt of pre-university studies) at the same school and through three teacher interviews to observe how certain students perceive irony in a literary text. The results prove that the ability to interpret irony represents a weakness in 1st and 3rd grade secondary students’ competencies, which are related to literary and reading comprehension dimensions, but, in contrast, show a greater proficiency among pre-university students. The project suggests some teaching activities and guidance for teachers to study irony in their lessons