Digital tools are playing an increasingly significant role in writing education, particularly in the Swedish language subject, where they are used to enhance students' motivation and writing skills. This study investigates how digital technology impacts students' motivation and engagement in writing while analyzing teachers' perceptions of its benefits and challenges. Conducted with students in grades 4–6, the study combines surveys involving 53 middle school students and interviews with three teachers. It highlights factors influencing student motivation, the opportunities for individualized teaching, and challenges such as technical issues and distractions. The findings indicate that digital tools can enhance students' autonomy, competence, and relatedness, which, according to Self-Determination Theory, promotes intrinsic motivation. At the same time, the importance of balancing digital and traditional methods is emphasized to support sustainable writing development. The study provides insights into how digital technology can be pedagogically integrated to meet diverse student needs and foster long-term writing proficiency.