Digital tools and technologies have become a natural part of everyday life, whether at home, in workplaces, or school. This study explores Swedish middle school teachers' perceptions of Computer Assisted Language Learning (CALL), compared to more traditional and analog tools, with the focus on their students’ English proficiency and attitudes towards CALL. The methods used in this study include an online survey and semi-structured interviews. The findings reveal that the opinions on CALL differ, with some teachers expressing reservations while others see potential benefits, particularly in the possibilities of individualized teaching. While the teachers also perceive CALL to increase student engagement, concerns about digital distractions are also expressed. Though there is previous research done on the subject, there are not that many studies from a Swedish middle school context; hence, this study might fill that gap.