This study aims to explore the specific didactic conditions identified by Swedish as a second language teachers working with content-based language instruction for newly arrived students with a strong educational background and solid subject knowledge, but very limited knowledge of Swedish – and to discuss the possible approaches the teachers suggest. The study is inspired by the fact that in 2022, a significant number of students from Ukraine started enrolling in language introduction programs across the country. This particular category of students is the target group of the study.  Starting from a sociocultural understanding of learning, where the role of the teacher is crucial to the students’ knowledge and identity development, this study utilizes group interviews with second language teachers at three different schools. Using grounded theory as method, the teachers’ reflections have guided the research process in a pendulum motion between data and analysis, to a point where theoretical saturation was achieved. The result indicate that the teachers identify lacking motivation among students from Ukraine as an obstacle to language learning, which they attribute to the students' uncertain living conditions, and to a discrepancy between the current instruction and the students' previous education and level of knowledge. In response, the teachers in varying degrees adapt their instruction to the pace and level of the Ukrainian students. The study also shows that the teachers believe grouping the Ukrainian students in homogenous groups to be beneficial for their motivation and second language acquisition. The findings are discussed in the context of research on ability grouping and the impact of educational background on second language learning, using content-based language instruction theory as a framework.