This work examines teachers’ experiences of teaching students with reading and writing difficulties / dyslexia in a regular class-room setting. The questions were: General experiences of the needs of additional adjustments in teaching. How additional adjustments strengthen classroom teaching. Experiences of the implementation of digital teaching tools in teaching and reflections regarding additional adjustments in relation to the control documents? A research design with semi-structured interviews with a phenomenological approach was chosen. Ten teachers from six different schools participated in the interviews. Some general patterns occurred in the interviews. The participating teachers generally identified students’ need of extra support by observing their degree of participation in different instructional activities in the classroom. The participating teachers found implementation of digital tools difficult because of their own lack of knowledge as well as technical issues regarding the capacity of the network at the school and computer problems. The teachers were well aware of the overall goal in the curriculum about giving all students equal opportunities to reach the goals in the curriculum. However, the teachers’ knowledge about policies and guidelines in relation to how to implement and evaluate instructional adjustments were scarce.