Swedish pupils are exposed to English outside school to a large extent today, which makes English Foreign Language (EFL) teaching challenging in several ways. The topic for this study arouse when some pupils expressed that working with text and workbooks or digital teaching materials tended to be boring or lacking challenges. Pupils meet English in various environments and in order to be able to communicate they need to have a language, not just knowing about a language. The Swedish curriculum emphasizes the importance of pupils being presented to teaching aids which can provide them with a rich and dynamic language, as well as authentic content in order to reflect on and enhance their own use of language. Previous research showed that working with authentic materials and authentic recipients may provide pupils with learning situations that promote communication and motivation to enhance pupil’s English knowledge. In order to explore Swedish EFL teachers’ perceptions on working with authentic recipients in grades 4-6, a questionnaire and semi-structured interviews were conducted. Results from the questionnaire and interviews show that Swedish EFL teachers include activities with authentic recipients to some extent, but there seem to be a discrepancy between how often they do it and to what extent they wish to do it. The results also show that there is a discrepancy between what kind of activities teachers perform and what kind of activities they would like to perform. The results of teachers’ beliefs in this study may contribute to further research on possibilities to facilitate the use of authentic recipients in EFLteaching, if preferred.