The impact of olfaction on children’s learning is a nascent area of research, with little knowledge on how smell impacts children’s everyday learning activities such as book reading. Our project, funded by the Norwegian Research Council, is the first to investigate olfaction in relation to children’s experiences of fictional stories. In this presentation, we will present the results of a study in which we investigated the learning opportunities afforded by adult-child shared book reading of scratch-and-sniff books. Observation data from ten adult-child dyads reading olfactory books at home was analysed for quality markers of adults’ and children’s olfactory engagement. Our analysis was guided by socio-cultural learning theories and resulted in the proposition of a “Typology of Olfactory Engagement” (TOE), which we offer as a methodological tool for systematically analysing family reading practices that involve olfaction-enhanced books. We will illustrate the individual indicators of TOE with examples from the data with attention to the unique behavioural engagement, such as book’s manipulation, rigour of scratching and smelling and others. TOE needs to be expanded with data from other groups and with other types of reading stimuli and we conclude with some recommendations for future research in this area.