In response to the covid-19 pandemic in 2020, the Swedish National Agency for Education and the Public Health Agency of Sweden recommended that all upper secondary schools in Sweden would temporarily transition to distance education. A report was simultaneously ordered by the Swedish School Inspectorate, which would monitor the effects the distance education had on Swedish upper secondary schools. The report found that many areas of the Swedish upper secondary school had suffered during the period of distance education. The purpose for this essay is to examine how the findings of the report corresponds with the experiences in German teaching at upper secondary level, one year after the publishing of the original report. An interview with a teacher of German was conducted, who had spent the last three semesters teaching German in an upper secondary school, which mostly was spent via online teaching due to the recommendations from the Public Health Agency. The findings suggest that most of the negative consequences highlighted by the report coincide with the experiences in teaching of German as a foreign language, although many of the findings also apply to other parts of the schoolsystem as well. The findings, furthermore, seem to indicate that certain aspects of what was highlighted by the report could potentially affect foreign language teaching especially, as language learning depends on interactional factors to be successful. The gradual return of present learning has also created a situation of hybrid learning, which only seem to affect certain parts of the school system, German teaching included. To combat similar situations with negative effects in the future, this essay aims to discuss ways in which to actively work towards a teaching approach that is affected to a lesser extent than have been monitored during the covid-19 pandemic. Ways in which to improve future teaching include actively fostering good motivational practices and adapting to working methods which combine the positives of both present and online teaching practices.