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The aim of this qualitative study is to explore two high school level Swedish as a Second Language (SVA) and two Swedish for Immigrants (SFI) teachers’ approach to their adult students’ use of machine translation in the classroom. The study also aims to explore the teachers’ approach to whether they incorporate machine translation into their teachings. The study is conducted through qualitative interviews of a total of four teachers, and the results show that the SVA-teachers did not experience that their students use machine-translation, whilst the SFI-teachers did. This is due to the linguistic level that their students are at, respectively. Furthermore, the results show that the SVA-teachers did not implement the usage of machine translation into their teachings, apart from when the students are performing digital exams and have access to a website that provides definitions (Swedish-Swedish), but also translations of single words. The SFI-teachers, on the other hand, did implement the usage through exercises that require students to translate words into their first language. All teachers did question the intention of the usage and the commonly known shortcomings of such systems.