National policies on school digitalisation take shape in their local contexts. Consequently, to understand the outcome of national policy, the local translations must be set within a contextual perspective. This article explores how four contextually different municipalities in Sweden translate national school digitalisation policy. It draws on a comparative cross-case study with data gathered from interviews, and over 150 local documents dating from 2018 to 2020. The results show how contextual aspects affects responses to national policy, and that municipalities approach school digitalisation in two distinct ways. The first, general approach, emphasises competitiveness and the creation of an enabling environment for the teachers. This is manifested in the development of special support organisations, and generous access to digital technology. The second, specific approach, emphasises local consensus in policy translations along with unity in policy adherence. Here, critique of national policy is explicit. The two approaches exemplify how translational power may be distributed differently, the former prioritising individual translational precedency for teachers over a unifying policy translation controlled through local governance. The paper suggests that contextual factors matters in the choice of approaches, one in which size matters. The paper concludes that policy makers need to acknowledge contextual dimensions within governance by weighing translational power in relation to translational coherence.