In this study, I dedicate my attention to a comparative study regarding digital textbooks in comparison to printed textbooks. My purpose is to find out how teachers and students in years 7-9 compulsory school, view the use of digital textbooks compared to printed textbooks in teachingand learning. The theoretical starting point of the study is Illeris (2015) three dimensions of learning; the content dimension, the driving force dimension and the interaction dimension. This means that learning always takes place on both an individual and a social level. I have chosen to conduct a qualitative study that will be the empirical basis in my research work. In spring 2021, I interviewed a small number of students, two students in grade 8, a boy and a girl, two students in grade 9, a boy and a girl, and two teachers, a man and a woman who teach Social Sciences in grades 8 and 9. Both students and teachers described that the advantage of the digital textbook was its availability and that it can be read in different formats and that it is updated continuously. Both teachers and students felt that it was easier to get deeper into a printed text than a digital text. The study showed that scrolling in the digital text disturbed the students’ reading, they got an inferior overview of the digital text compared to when they read a printed text. The study also shows that students need support in reading digital textbooks as they differ from printed texts. Educators need to provide students with strategies to increase deep reading in digital textbooks. Not only in the Swedish language but in all school subjects.