This study examines teachers’ accounts of what is happening in practices of leisure time centres (LTCs) when faced with pressure from policy reforms to adopt digital technology and promote digital competence as both a requirement and a right for all children. The aim is to explain emerging tensions that may produce the (im)possible digital practices of LTCs. The study is conducted with teachers from three leisure time centres in Sweden. Reflection meetings and interviews are used to produce data that was analysed using a constructivist grounded theory approach. The study contributes to understandings of teachers’ main concerns when LTCs encounter new demands and change. It explains how tensions emerge and affect LTC teachers’ actions towards revised curricula and reforms. Thereby, unequal distribution of digital learning activities emerges, which in turn pushes for educational change to ensure that the rights of pupils are upheld in the digital world of today and tomorrow.