In March 2020 schools in Sweden had to reorganize their organization due to the covid-19-pandemic. The uppersecondary school had to undergo a quick transformation from a traditional education in a brick-and-mortarsetting to distance education in an online setting. Even though this way of organizing education was new toSwedish upper secondary school the Swedish Department of Education (Skolverket, 2020a) argued that studentswith disabilities and in need of special support in school were supposed to be given the same opportunities indistance education as in traditional education.Previous research suggests that distance education could be a challenge to these students in terms of lack ofstructure and motivation. It also shows that there is a lack of competence among teachers regarding this way ofteaching. On the other hand, previous research also shows that some of these students could be favored in thisway of teaching and that it could result in a higher attendance and a more favorable educational setting.The aim of this study is to contribute with knowledge about different professions perceptions regarding distanceeducation and the impact of distance education when it comes to students in need of special support within theSwedish upper secondary school. This is a qualitative study based on 9 semi structured interviews with 3 specialeducation teachers, 3 special educational needs coordinators and 3 teachers.The results suggests that there are certain challenges with distance education, such as a lack of overview of thestudents in the classroom, less time to prepare lessons and a lack of continuity when organizing teaching. Thefindings also suggests that distance education have been positive for certain students who might have had aproblem earlier when it comes to distractions in the school setting. The results also point towards the importanceof realizing that the teaching environment is different in distance education compared to the traditional settingand that is something that needs to be addressed, a development of school staff’s knowledge about onlinelearning is of the essence in order to fully make use of distance education and especially in order to teachstudents in need of special support. In conclusion, there are both benefits and challenges with distance educationand also a need of development in order to fully make use of distance education for students in need of specialsupport and the teaching of these students would probably benefit of future research regarding how to merge thetraditional brick-and-mortar teaching with distance education when it comes to their respective strengths andweaknesses.