The aim of this study is to explore how surrounding factors and school environment influence upper secondary school teachers' use of digital learning resources (DLR) for teaching and whether there are differences between the factors and teaching subjects. The expression digital learning resources is an expanded cumulative concept for digital technology (Nilsen, et al., 2020). Previous research indicates that school environment and demographic factors such as teaching subject affects teachers use of digital resources and emphasizes the need of further research on influencing factors (Bratland, et al., 2022; Erixon, 2014; Erstad, et al., 2021; Krumsvik, et al., 2016; Viberg, et al., 2020).This study uses the expanded didactic triangle to understand the factors affecting teachers use of DLR (Hudson & Meyer, 2011). A convenience sample of 243 teachers from 23 upper secondary schools in Sweden participated in the survey. The teachers answered self-reported questions and rated their answers on a six-point Likert scale from (1) strongly disagree, to (6) strongly agree. The data was analysed, using one survey-questions with 18 items, for an exploratory factor analysis and correlation analyses. The findings revealed five different factors. These factors are 1) the satisfied school-equipped DLR teacher, the collaborative support received DLR teacher, the outside school DLR-experienced teacher, the DLR-helps student attitude teacher, and the DLR-stressed teacher. Among technology, programming, constructing and CAD-teachers the outside school DLR-experienced teacher factor is dominating. The findings shows that teachers' use of DLR is influenced by factors both inside and outside the school. A minority of teachers still find the use of DLR stressful. The implications are that there is a need for increased focus on how teachers are affected both positive and negative by various factors inside and outside the school in their use of DLR and to help teachers manage the stress when using DLR.