The purpose of this study is to examine how primary school teachers work with the oral communicative ability of students who are quiet or unwilling to communicate freely in the classroom. This study aims to answer the question: which methods and strategies are most beneficial for the quiet students and how do teachers discover and assess these students? A qualitative method using semi-structured interviews will be used as the primary means of answering this question. The purpose of these interviews is to document the teachers’ experiences working with quiet students. It appears that the teachers interviewed have or have had quiet students in their classes. Furthermore, the teachers use different strategies that benefit the more quiet students. The conclusion is that many of these students become neglected due to the fact that teachers do not regard quiet students as a problem or something that is a priority. Additionally, the absence of sub goals, specific plans and not follow up results lead to few opportunities for quiet students to develop.