The current study investigates how six English teachers in Sweden perceive the impact of Extramural English (EE) on self-efficacy in oral proficiency among language learners in ninth grade. It also explores the perceived gender differences which may be prevalent in EE engagement and how this effectively influences students’ oral confidence. To answer this, the current study uses two research questions as a guide: 1) What specific strategies do English teachers use to integrate extramural English into classroom activities that support students’ self-efficacy in speaking? And 2) How do English teachers perceive the impact of extramural English on Swedish ninth-grade students’ self-efficacy in oral proficiency? The study is grounded on the theory of Self-Efficacy by Bandura and the methodological approach task-based language teaching (TBLT) by Ellis. The collection of data for the study was made using six semi-structured qualitative interviews with English teachers working in the same secondary school. The findings show that teachers are generally perceiving EE, especially active consumption through gaming, as truly beneficial for students’ oral proficiency and confidence. Boys were described by the teachers as far more confident and frequent EE users, while girls on the other hand were described as passive consumers and more subjected to speaking anxiety. Answers by the teachers show that they are using tasks like book circles, presentations and podcasting which draw from students’ interests to support student self-efficacy. Although EE was discussed as something positive, certain challenges remained, such as difficulties in assessment and bridging the gap between formal and informal English. EE was however perceived to align well with the Swedish curriculum goals and may have great potential if it is integrated effectively in ELT.