The aim of this study is to present teacher and student views on, and usage of, digital learning tools in the Swedish upper secondary English language classroom, as well their views on a comparison between digital and traditional learning tools. Digital learning tools have seen an increase in both usage and development, something that began as early as the 1990’s, and has become a more common sight in Swedish upper secondary schools. Previous research conducted about digital learning tools and their application in both the general and the English language classroom is presented and used to both analyze and discuss empirical data; said data has been received through a qualitative methodology comprised of two focus group interviews with students and teachers. The empirical data is categorized according to each research question, with direct and translated quotes from the focus group interviews. The results of the study show that while digital learning tools viewed in a positive light and their usage is appreciated by some students, both groups primarily advocate variety in the English language classroom rather than relying exclusively on just one set of tools to create a learning environment that caters to all students rather than a select few.