Because of the globalization of society, English as a foreign language (EFL) has become easier to access through internet and outside school English activities, so called “extramural English activities” (EEA). Previous research indicates a positive relation between pupils’ EFL vocabulary development and EEA (Sundqvist, 2009). This development may influence teachers’ lesson planning, because of pupils’ wide span of interests and the resulting different levels of EFL vocabulary. The focus of this degree project is on year five teachers’ perception of pupils’ EEA and their level of vocabulary. We investigate there is a relationship between those variables, and how teachers are bridging the gap between pupils’ EEA and classroom activities. Further on, different theories of motivation and vocabulary, and previous research are presented and used in the analysis of collected data. The data was collected qualitatively through six interviews with teachers in year five. The results indicate that the teachers, to some extent know what kind of EEA the pupils are interested in. Teachers’ perceptions of the pupils’ level of EFL vocabulary correlated to some extent with their EEA. To bridge the gap between pupils’ EEA and enhancing motivation in EFL classrooms, some teachers tried to include pupils’ experiences in their teaching. Further on, these conclusions are discussed in relation to previous research. Finally, this degree project may motivate teachers to explore the EEA habits of their pupils.