The aim of this study was to gain a better understanding of resource schools 1 as a human services organization and institution, based on teachers and principals’ perspectives. The purpose of resource schools is to provide the students tools and resources to enable them to return to the regular school within two years. The study also aims to examine more closely how this objective applies to the studied resource schools in the studied municipality, as well as highlighting the success factors and barriers that exist to achieve the goal. Previous studies show that this kind of differential practice tends to become a permanent solution. The categorization of the children concerned may also affect their future negatively. Four interviews were conducted with six teachers and principals at three of the municipalities’ four resource schools. The results shows that teachers and principals are defending resource school as an institution because they fulfill a need that regular schools do not. Staff expertise and pedagogical design are described as success factors. The study also shows that the objective to return to regular school rarely is reached. The barriers described include lack of collaboration between the resource schools and regular schools and their inability to adapt the working environment for the target group of students. Teachers and principals can also be seen as barriers as explained by neo-institutional organization theory