In Sweden, it has become exceedingly uncommon to come across a classroom without computers, as computer-assisted learning has become prevalent. This study aims to examine the positive and negative aspects of implementing a one laptop per child (OLPC) policy in Swedish secondary schools in the learning process. The research primarily relies on interviews conducted with teachers in Sweden, supplemented by scientific data from surveys conducted by various universities. The study focuses on students in grades 4-9, investigating teachers' attitudes towards OLPC and its impact on students’ performance and learning process in Sweden. The majority of available resources highlight significant benefits of incorporating computers into the learning process, particularly emphasizing the advantages of a 1:1 ratio. Many teachers assert that computer usage makes the learning experience more enjoyable for students, resulting in increased motivation to learn. Additionally, some teachers emphasize the substantial impact of 1:1 computer access on students with special needs. However, there are downsides to the easy availability of computers as well. Teachers argue that excessive reliance on computers for tasks such as essay writing can lead to complications such as deteriorated handwriting, spelling errors, and increased distraction.