As working life changes, it places new demands on vocational competence and the use of different digital technologies. It affects vocational teaching, yet digitalization within vocational education constitutes a scarcely researched area. In this study, we explore how vocational teachers relate to teaching in a digitalized society from a socio-material perspective and explore the possibilities as well as the discursive manifestations of contradictions it gives rise to. Data includes semi-structured interviews with ten vocational teachers, representing eight vocational programs in Sweden. Findings show how vocational teachers benefit from digital technology to realize pedagogical strategies and facilitate students’ vocational competence. At the same time, digitalization entails challenges of keeping up with changes in working life and providing students with relevant vocational digital technologies. Contributions include increased knowledge about digitalization in vocational education, and how it entails navigating different contradictions.