This paper distinguishes common trends and difficulties teachers face when dealing with literacy in the Madrid area, one of the more successful regions in education. It assays the responses to 116 questionnaires by primary school teachers. Answers indicate a relative lack of interest in literacy projects, as few schools seem to be evolving one. Sole the fifth project that allowed a follow-up displays a promising comprehension of literacy, using language as a tool to learn and think, and working across languages around themes and genres.