This study explores how English teachers in Swedish upper secondary schools use digital tools in literature teaching to support students with neurodevelopmental conditions. The study focuses on teachers’ own experiences, what they find helpful, what challenges they encounter, and how they perceive students’ engagement and learning. Using qualitative interviews and analyzing the transcripts through conversation analysis, the study examines how teachers talk about their practice and reflect on their use of digital tools. The findings show that the way digital tools are used varies between teachers. They are often adapted to suit individual students. Digital applications like audiobooks, Padlet, Kahoot, or Quizlet were seen as valuable, especially when they were adapted to meet students’ needs and used with a clear purpose. Teachers’ attitudes, whether they were hesitant or confident, played a central role in how tools were introduced and adapted. The study contributes to a broader understanding of how digital tools can be used as part of responsive and reflective literature teaching, while also pointing to the need for more professional support and future research.