The aim of this study is to describe condition for cooperation between motherlanguage teachers and ordinary teacher in Swedish school. The investigation is based on a case study with teachers in one school and tries to find implications, causes and possible solutions for this problem. The theoretical framework of the investigation is based on intercultural and educational theories. Qualitative methodological approach in form of semi-structure interviews is used. The investigation shows, among other things, that it is differences and monocultural attitudes in both groups that becomes an obstacle for professional cooperation between teachers in mother language and ordinary teachers. The investigation also shows that the implications for motherlanguage teachers are problems with planning and teaching students. The results discussion suggests that guiding values come in focus through an action oriented research with external researcher competence that actively take part and lead the process. One important area is to consciously lead the project with democracy where difference ideas and opinions do not make other person an enemy but an opponent. Examples of training unthinking and automatic way to respond and communicate with and about others that seems like a stranger to us is a step in development in a form of transcultural ability