The purpose of this study was to describe and analyses educators’ experiences of reflective conversations in their teams and part of teams in relation to their work with pupils in need of special support. Ten educators representing ten different teams have been interviewed since all had experiences of working in teams and working with pupils in need of special support. Focus has been on the educators’ experiences of the organisation, the effects of the reflections and the need to develop the reflective conversations in their teams and part of teams. The result showed that only a few of the educators described an organisation of the reflective conversations in their teams that met the conditions recent research point out as a way to use reflective conversations as a tool for development. These educators reached a deeper level of analysis and critical approach than the other teams which led to an improvement of their work with pupils in need of special support. The majority of the educators described reflective conversations with parts of their teams that content analysis and critical reflection. These reflective conversations led to development of their work with pupils in need of special support despite the fact that these reflective conversations showed a lack of organisation. All of the educators were aware of the need to improve the reflective conversations to achieve development of the educational practice, especially those in their teams. A conclusion was that reflective conversations in teams or part of teams can be a tool in the process of developed the work with pupils in need of special support provided that the conditions for the organisation were met and that there was a systematic reflection on high level.