The aim of this study is to investigate how upper secondary school teachers' didactic purposes and use of digital learning resources can be characterized and categorized, and whether there is a correlation between purpose and use. In a digitalized school, teachers are constantly faced with didactic questions such as why, how and with the help of what the teaching is designed (Hudson, 2011). Understandings of teachers' didactic purposes and their use of digital learning resources is important because it can lead to improved opportunities for student learning (Agélii Genlott & Grönlund, 2016). Previous research indicates there’s a relationship between teachers’ pedagogical beliefs or purpose and their uses of digital learning resources (Sundqvist, Korhonen, & Eklund, 2020; Tondeur, van Braak, Ertmer, & Ottenbreit-Leftwich, 2016; Viberg, Mavroudi, Khalil, & Bälter, 2020).This study has a theoretic perspective based on Hudson’s (2011) theories of didactical design and new technology, that often emphasized why, how and which digital resources are used. An online questionary survey was used with statistics analyses using SPSS. Data was collected from a sample of 74 teachers at an upper secondary school in Sweden and analysed using exploratory factor, cluster, and correlation analysis. The findings are two factors regarding teachers' purposes, (1) the knowledge feedback purpose and (2) student motivating purpose. Three factors are given regarding how the teachers use digital learning recourses in teaching situations, (1) the student-communicating use, (2) the teaching-oriented use, and (3) the assessment-oriented use. The analysis provides five cluster groups of teachers, three of these teacher groups have strong purposes with their use of digital learning resources. Two groups of teachers have weaker purposes. Ten factors are given regarding the teacher’s evaluation about their skills and use of digital learning recourses. The findings from the correlation analysis indicates that teachers who know why they use digital learning resources also know how to use them in teaching.