In this study, special needs teachers and students with reading and writing difficulties in an upper secondary school are in focus. The research questions strive to answer how special needs teachers work in upper secondary school with students with reading and writing difficulties and what special needs teachers experience when working in upper secondary school with students with reading and writing difficulties. What do students with reading and writing difficulties experience and perceive in the transition between primary school and upper secondary school, and further studies in upper secondary school? The method has been interviews with three special needs teachers and four students in upper secondary school. The conclusive results are that the special needs teachers work with students with reading and writing difficulties in their original groups, in smaller groups and individually. Their tasks also include pedagogical assessment and assistance. Their work is complex, with many corresponding colleagues. The students face countless obstacles in school every day and ask for help to understand and overcome them.