The purpose of this study is to investigate teachers' experiences of using visual support and organizational prerequisites for this. The aim is also to better understand how special needs teachers can support teachers to use visual support to make teaching accessible to students with language vulnerability. We conducted a qualitative interview study with ten teachers in grades 1-6. Our research questions were: how do teachers use visual aids and what effects do teachers see by using visual aids and finally how can special needs teachers support teachers in the use of visual aids. The results show that teachers use many different types of visual aids. Most of them use group-level support, such as structural support for the day or lesson. All teachers report that the visual support clarifies and strengthens the language. When it comes to how the special needs teacher can support teachers in the use of visual support, most teachers want the special needs teacher to have a driving function that spreads knowledge and ideas and holds pedagogical discussions. The teachers also want the special needs teacher to have a supervisory role and provide support to teachers in developing the learning environment at group or individual level.