The Covid 19 pandemic hit the Austrian school system in spring 2020, bringing a range of new challenges. The following phases of school closures and distance learning also promoted digitalisation processes in schools. In this context, technical equipment and digital competences of students gain importance, which bears the risk that a digital divide deepens already existing inequalities in education. This article therefore examines digitalisation in schools during the pandemic and takes a closer look at digital inequalities during distance learning. We use data from an interview study with teachers, school administrators, employees of psychosocial support systems at schools, as well as students. The findings of this study show that Covid-related school closures and distance learning go along with an expansion and a certain consolidation of teaching and learning by digital means. Yet, we see persisting problems which are linked with structural inequalities. There were no catch-up processes for socially disadvantaged students as a result of digitalisation. Rather, the factors that were already decisive for the profound inequalities in the Austrian education system before the pandemic, such as socioeconomic status, educational level of the parents, and cultural capital, continue to be of major importance for distance learning and the use of digital media in schools.