The purpose of the study was to investigate teachers’ use of visual aid within the subject Swedish in schools and with a specific focus on their work with pupils in language vulnerability. We conducted a questionnaire study with 39 teachers who teach Swedish in primary school. Our questions were how and to what extent teachers in primary school describe that they use visual aid and in which teaching situations teachers describe that they use visual aid to make teaching accessible to pupils in language vulnerability. We have also investigated how teachers describe that visual aid has an impact on making teaching accessible to pupils in language vulnerability. Our last question was whether teachers had received training in using visual aid and whether they described a need for further training. Our results show that teachers use visual aid to a large extent, but in very varied ways. The most frequently used aid is structural aid, while strategy aid and communication aid are used to a lesser extent. Moreover, the teachers report that the visual support facilitates learning for pupils in language vulnerability. Most of them also state that they received training in the subject, but that they would need further training to support pupils to a higher degree. In conclusion, this study shows that although Swedish teachers are aware of the fact that visual aid helps pupils in language vulnerability to reach higher goal fulfilment, their use of visual aids is highly diverse.