The modest impact of national policy efforts on school digitalisation relates to a gap between views among policy-makers and practitioners, giving rise to complexity in translating policy into action. Acknowledging changes in governing through alternative policy formation-processes, and Ward and Parr's (2011) arguing for the importance of strategic- and operational policy coherence, the focus of this paper is the forming of a national plan of action for the digitalisation of schools in Sweden (#skolDigiplan). Within this interview study, the views on policy work and challenges of digitalisation of schools are explored among an exclusive management group of non-traditional Swedish policy-makers appointed to produce the #skolDigiplan. Based on the findings, I conclude that national policy making regarding the digitalisation of schools may be conducted through a collective process, with several educational stakeholders contributing. Furthermore, I suggest that non-traditional national policy-makers, arguing a lack of digital competence knowledge concerning schools at the governing or authority level, may consider taking a step back in the policy-formation process as a supportive action. Teacher training programmes, despite being portrayed as important for the policy outcome, were declared distant in this policy process.