Today’s students are constantly surrounded by the English language outside of school. Through the digitalized world and current digital media society, students can experience both English input and output. But is this acquired English used in school or simply disregarded? This thesis aimed to explore Swedish high school teachers’ views of their students' extramural English (EE). It also aimed to examine if the teachers attempt to include their students' EE and if so how. The study was carried out through qualitative interviews with eight high school teachers of English. The results of the interviews showed that the teachers were mainly positive toward their students’ EE and viewed it as something that improves their students' English. Regarding whether the teachers tried to include it into their teaching, they reported using EE-based material, e.g., YouTube clips, Wordle, and movies. The teachers also described that they tried to vary their material and tie their teaching to the students’ interests, mainly to improve student motivation. The teachers were, however, very clear regarding the fact that they cannot strictly use material that will interest the students, because it will cause the students to miss aspects of English language learning. Instead, the teachers spoke of broadening the students’ English through a combination of both the informal EE they learn outside of school and more formal English learned in school.