This study investigates the influence of internet memes on the English language learning and opinion formation among upper secondary students in Sweden. The research utilized thematic analysis of data from two semi-structured interviews containing two focus groups, each consisting of four students, and eight individual semi-structured interviews. This design enabled a comparison between group dynamics and individual responses regarding the impact of English memes. The study addresses three research questions: How students perceive internet memes' impact on their English language learning, whether memes reinforce or challenge their pre-existing opinions, and which memes are the most liked and disliked and what that might indicate. Results indicate that informal words and phrases from mainstream internet memes are frequently integrated into the students’ everyday communication. The students even translate mainstream English memes into the Swedish language. The results also strongly indicate that internet memes predominantly reinforce pre-existing opinions among Swedish upper secondary students. The Swedish curriculum allows for the utilization of internet memes due to it frequently stating the need for students to develop digital competence and information evaluation. The aim of this thesis is to show that memes can be a valuable tool in classroom settings, improving formal language learning with a more playful atmosphere while promoting information evaluation. Additionally, researching the language usage and opinion formation through internet memes is a fairly new field of study within linguistics and requires further research.