In the Swedish school debate there is a great deal of confidence in the ability of digital tools to increase the learning levels of students and teachers in different ways. The music subject is no exception. The purpose of this paper was to investigate how music teachers in different levels perceive digital tools in music education. In order to get an overall picture, qualitative interviews were conducted with three teachers selected from different levels of school: an independent primary school with digital music profile, a municipal secondary school with aesthetic emphasis on music as well as a music school with music and media production. Music education is increasingly about writing, recording and recording songs using the digital tools whose influence on content and working methods is in the process of exploring. The empirical study material has been collected using qualitative interviews, which were then analyzed from a hermeneutic perspective. The results point to the enormous possibilities of digital tools, but also the difficulties that accompany them. If they are reduced to an instrument of amusement, the risk is that they curse the music subject instead of enriching it. Thus, the digital tools place high demands on teachers to use them in a manner that truly serves the purpose of teaching.