The aim of this study was to explore the role of digital technologies in inclusive mainstream geography classes in primary education. The participants were seven primary education teachers, employed at schools on Lesvos Island and teaching in inclusive mainstream geography classrooms where students with and without special educational needs (SEN) are educated together. Data were collected through semi-structured interviews, and thematic analysis was employed. The analysis revealed four main themes: a) content, b) digital infrastructure, c) digital learning tools, and d) the role of digital technologies. Results are discussed in relation to the benefits of digital technologies for students in inclusive mainstream classrooms.