As digital technology becomes increasingly integrated into educational systems worldwide, it is crucial to examine its impact on teaching methods and assessment practices. This study focuses on the views of English teachers in Swedish compulsory schools regarding the digitalization of national tests, providing valuable insights into their attitudes, preferences, and concerns. Surveys conducted with 66 teachers revealed a diverse range of perspectives on digitalization. While many educators expressed reservations about the ongoing efforts to digitize schools, particularly in relation to their alignment with educational goals in English language instruction, there was also a more positive outlook towards the digitalization of national tests. Teachers acknowledged potential benefits, such as the use of artificial intelligence for grading to reduce their workload, but also had concerns about how digitalization may affect student learning outcomes. Some teachers worried that students may comprehend texts more effectively in traditional paper-based formats than in digital mediums and expressed concerns about potential distractions during digital assessments. Preferences for the use of digital tools varied among teachers, with some advocating for minimal reliance on such tools to mitigate distractions and challenges related to time management. This research highlights the complex relationship between digitalization and teaching practices in Swedish schools, emphasizing the need for further research and targeted professional development. By addressing teachers' concerns and utilizing the insights gained from this study, educational stakeholders can effectively integrate digital tools to enhance teaching and learning outcomes in Swedish English classrooms.