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Today teachers are facing the challenge of choosing and evaluating suitable digita lresources from a wide variety of sources. The purpose of this study was to contribute with knowledge of which digital content high school biology teachers’ use and how they select it. Furthermore this study aims to find out how the biology teachers value the use of digital content compared with traditional teaching methods. The two research questions were (1) what types of digital content do biology teachers choose to use in their work and which factors contribute to this selection? and (2) which pros and cons do biology teachers see with using digital content compared with traditional, non-digital teaching methods? Semistructured interviews were conducted with six biology teachers working at five different schools in Dalarna, Sweden. The data was analysed with the PICRAT model. Results showed that 23 sources of digital content were used and a variation of factors were involved in the selection process (e.g. relevancy to subject, adaptability, difficulty level, access to raw data). This study also identified the use of some digital content that transformed the teaching methods but less digital content that made the students more interactive or creative. Digital content have large potential use in biology education provided that the teachers acquire sufficient knowledge to make the best of it.