The purpose of this empirical study is to investigate special needs education teachers’ perception and knowledge before the concepts of mathematics difficulties and dyscalculia. We chose to emanate from three main questions. What meaning do the concepts of math difficulties and dyscalculia have for special needs education teachers? What do special needs education teachers think about the actuality regarding dyscalculia? What are the different approaches implemented by special needs education teachers towards mathematics difficulties and dyscalculia? Qualitative interviews were chosen as method because we believe that a survey would be too shallow and statistical. Responses may be too monotonous and short. By selecting interview as an information retrieval method gives us the opportunity to go more in depth with the help of supplementary questions, personal interaction and observation of the interviewee. The special needs education teachers we interviewed mostly agree with one another, however sometimes their perceptions differed which has led to an interesting and nuanced result. The result has given us many different approaches and beliefs facing difficulties in mathematics and dyscalculia, these makes us better equipped for our future students with difficulties in math. A definite conclusion from this study is that all our respondents jointly agreed that use of exploratory practical material and group works were suitable towards students with dyscalculia or math difficulties.