Pinyin, the romanization system of Standard Chinese released in 1958 in China, is used to transcribe Chinese orthography, to facilitate reading comprehension and is used as a tool in general Chinese language education. Both in and outside of China and for both Chinese and foreign students, pinyin has also been used as an aid in Chinese language education for teaching Standard Chinese pronunciation and annotating Chinese texts in Chinese characters. While the related research mostly concerns the effects of pinyin on students’ abilities, research on the beliefs and practices of pinyin by Chinese language teachers in Swedish schools is scarce. The present study aims to explore Chinese language teachers’ perceptions about the importance of pinyin, and to investigate the teachers’ practice with pinyin in teaching. While the didactics of the teachers is coherent with parts in the literature describing teachers’ communicative focus, findings in the study entail that the teachers employ a method of presenting new characters involving showing the combination of a Chinese character, pinyin, and translation all at once. The balance between pinyin and Chinese character reading comprehension, a theme identified in the analysis, is a fact that the study’s respondents find hard to balance. The respondents also report positive mental effects of pinyin, such as increased confidence and an increased desire for learning Chinese in general. Lastly, the respondents emphasized the importance of pinyin in an expanding, digitalized era.