This study examines how teaching English at a distance through CMC is experienced by teachers and how it compares to classroom teaching to discuss how teaching environments impact English teaching. Doing this through qualitative semi-structured interviews with 7 English teachers in Swedish upper-secondary schools. The theoretical framework of this study is the sociocultural theory which is used to analyze the data. The results indicate that the teachers have implemented teaching alterations due to them finding that the main differences are not related to content and materials instead correlating to how they teach it. Due to limitations in non-verbal interactions and increased chances of misunderstanding, instructions are more concise, and individual interaction is more common than group tutoring. Furthermore, an increase in cheating has led to reductions and alterations in testing. The most significant effect on teaching reception skills is technical issues. There is a marginal increase in teaching the speaking skill due to pupils responding well to social interaction along with an increase in their learning. Writing is still commonplace, but the written assignments are shorter and smaller in scope compared to the classroom. The teachers have experienced an overall reduction in pupil learning because of motivational and interactional complications. In conclusion, the changes to English teaching are adjustments that focus on pupil-teacher interaction due to individual learning not working properly at a distance because of the reduced capabilities to supervise pupils along with adjustments of how they teach the language to counteract the loss of physical teaching attributes.