Given young children's frequent use of the internet and the expectations formulated in policy documents such as the Swedish national curriculum, teachers need to promote critical awareness about information found online, even in the earliest years of schooling. Responding to the need for more information about how first-graders understand the internet, we report on findings from focus group interviews concerning what students in Grade 1 think the internet is and what kind of experiences and linguistic resources they draw upon to express their understanding. Based on thematic and systemic-functional linguistic analysis, the results show that the children mostly express an understanding of the internet as something concrete, such as an app, as something encapsulated in apps or hardware and, more generally, as an enabler for the use of different apps. Students connections to using YouTube and games are prevalent, and their understanding of the internet is shaped by experiences of screen interactions when using these apps. On rare occasions, students hesitantly tried to formulate abstract perspectives concerning what the internet is or what it means. Possible directions for promoting and researching a more abstract understanding in pedagogical practice are discussed.