The aim of the present study is to explore humour in English language education further by investigating three Swedish upper-secondary teachers’ experiences of and attitudes towards humour in an L2 language classroom, and what types of humour are used, if any, in these teachers’ lessons. The data is collected qualitatively through three observations and three interviews. The result shows that the three teachers’ attitudes towards humour are mainly positive. However, they also discuss the challenges that come with the uses of humour. During the observations, humour is seen in different contexts and teachers and students use different types of humour. From the interviews, the teachers’ experiences show that humour often affects the students positively. For instance, the students feel more relaxed and comfortable in the classroom, and they are happier, which might increase their motivation to learn a second language. In addition, one of the guidelines in the Swedish curriculum to teach English as a second language is to prepare the students to develop their ability, desire, and confidence to use their second language in different contexts and situations (Skolverket, 2011). The humorous context is one example of such different kinds of “situations” and “contexts,” where the students get to develop their ability to use the language.