In recent years, EFL teachers in Sweden have had to adapt their lesson plans to integrate technology in their instruction. This study aims to investigate Swedish EFL teachers’ attitudes and beliefs towards using technology in the classroom at secondary and upper secondary level. The research questions specifically investigate the participating teachers’ attitudes, self-assessment of their knowledge and competences with technology-enhanced instruction as well as the advantages and challenges they experience with the implementation of technology. Seven licensed secondary and upper-secondary teachers of different age groups, experiences and parts of the country were interviewed for this study. The collected data was analysed with the use of thematic analysis. The results show that the teachers express mostly positive attitudes towards technology-enhanced instruction, though the reasons are primarily for the convenience it brings rather than potential language learning properties. Although the teachers assess themselves to be generally well versed technologically, they have limited knowledge of software applications and programmes that may aid language learning and desire more education on such digital tools. Furthermore, despite the few downsides that technology-enhanced instruction brings, such as distractions and potential cheating, the advantages, such as easy access to resources and communication, outweigh the downsides of technology-enhanced instruction