In this paper, we investigate the implementation strategies related to bringing programming and an increased focus on the use of digital tools into the mathematics curriculum in Sweden. Drawing on implementation theory, we take a starting point in two teacher training in-service modules that constitute a central aspect in the Swedish effort of implementing both programming and an increased use of digital tools in the Swedish curriculum. The paper thus aims to contribute in reaching an understanding of the specific challenges related to brining programming into the mathematics curriculum from an implementation perspective.