From 2018, the Swedish public sector will change to become more digitalized. The main goal is that Sweden will be the best country in handling the problems of tomorrow where its population is more than competent in using digital programs and navigating in a complex digital world. The Swedish school system plays an important part in educating its citizens regarding digital competence. For this to become reality, teachers play a vital role in making sure that the political guidelines are realized in the classroom. Herein lies a potential problem when teachers are unwilling to change the school or perhaps are not capable of doing so in the first place. Based on implementation theory this study seeks to examine if there is an underlying problem in the dynamic relation between the political guidelines and the teachers’ attitude towards change. In doing so interviews have been conducted to come close to the teachers’ opinions on the matter. The study shows mixed results in that teachers are positive to some of the changes but at the same time, it brings about negative aspects regarding time-consuming work that puts a strain on the teachers’ professions and makes the implementation difficult in certain aspects.