Differentiated teaching could be a helpful tool for teachers to both support and challenge students. This study investigates how teachers in Swedish primary schools differentiate their EFL teaching and what attitudes they have toward this practice. It also explores the strategies teachers use to adapt instruction as well as factors they believe affects students’ motivation. The study is based on a qualitative research method, using semi-structured interviews with teachers from two primary schools. The interviews were transcribed, and the data was analysed using a combination of content and thematic analysis. The findings show that the teachers generally view differentiated teaching as something positive, considering it both valuable and necessary. However, a lack of time and access to suitable teaching materials are obstacles to consistent implementation. Moreover, the teachers described several informal strategies, but did not consciously identify and label these as differentiated teaching. Supporting struggling students was perceived as more manageable than challenging high-performing ones. Students’ motivation was seen as strongly linked to enjoyment and engagement. The study concludes that while teachers recognise the importance of differentiated teaching, and already use it in various ways, there is a need for increased support and resources to enable a more systematic implementation to be able to meet the diverse needs of all students.