The purpose of this study is to examine how middle school teachers use digital reading in Swedish teaching and to explore their views on the opportunities and challenges associated with digital reading. The study is particularly relevant given the digitalization of the national exams, where reading on the screen is included. The study is based on qualitative methods and includes interviews with three middle school teachers as well as observations of three lessons. Theoretically, study links to the concept of literacy and focuses on five central abilities for digital reading: traditional literacy, multimodal literacy, navigation skills, IT abilities and information abilities. The result show that digital reading creates new opportunities, such as tools for inclusion and support for students with reading difficulties. At the same time, it also involves handling challenges, for example increased cognitive load and difficulties with navigation and information. Teachers meet these challenges by teaching strategies for source criticism and navigational skills. The study highlights the need for a balanced integration of digital and traditional methods to support student’s learning.