The use of digital teaching aids in Swedish classrooms has increased during recent years.Previous research has shown that digital teaching aids affect the work and roles of teachers.In this article upper secondary school teachers’ use, and experience of digital teachingaids are problematized. The study is based on questionnaires and the answers are discussedin the light of the theoretical concept of teacher agency. The study coincided withthe Covid pandemic when upper secondary schools went online and the results show thata number of teachers see digital teaching aids as a good supplement in teaching, but thestudy also highlights many challenges. Several teachers experienced technical problemsand difficulties with navigation. Possibilities that the teachers pointed out concerned individualadaptation, self-correcting exercises, and visualizations of abstract phenomena.The result also shows that the teachers often prefer to create their own teaching aids.The teachers’ agency thus expresses a certain resistance to digital teaching aids, and thisin some colleges more than others. The mathematics teachers were most sceptical, whilethe L1 and L2-teachers were more positive. Moreover, the study shows that when theincentives are strong and when autonomy is limited, the use of digital teaching aids tendsto increase, which seems to have consequences for the teachers’ professional identity. Theteachers’ agency is thus both varied and complex and deals with organizational, economic,cultural and social structures. Hence the learning resources the students are given accesscan vary greatly, which in the long run can risk affecting the equivalence of the teaching.