This study describes some teacher´s perceptions of how problems with reading and writing difficulties are desciribed in reading and writing analyses. It shows the understanding as it is today, but also the need of further training in the field of reading and writing difficulties. The study is a semi structured interview study with eight high school teachers in two high schools in Sweden and it has a phenomengrafic approach. The teachers in this study are familiar to working with students with reading and writing difficulties and support their students in the classroom. Allthough the study shows some misconceptions of the same type that have previously been shown in international research. There is a lot of intuitive skills in the sense that the teachers interviewed, know that adjustments are needed and, that the students abilities can differ. The formal knowledge of disabilitie effects and what it means for teaching, as expressed in the reading and writing analysis are not complete and the study shows some misconceptions and, in some cases, the lack of basic knowledge. An effect of this is that in some cases, support become meaningless or had an opposite effect.