The lack of Swedish language skills among second language learners affects their ability to solve mathematical text tasks as it requires the learner to possess literacy and understanding of the mathematical language used in the Swedish educational system. The purpose of this study is to contribute with new knowledge about what obstacles F-3 teachers see in the teaching of second language learners in mathematics and what pedagogical strategies are used in teaching to support second language learners' work with text tasks in mathematics. The study is based on a qualitative method where semi-structured interviews have been used with F-3 teachers who teach mathematics. The results indicate that teachers experience challenges with mathematical text tasks for second language learners due to language deficits. To support these students, teachers use strategies such as translation tools, collaboration with native language teachers, picture support and concrete materials. The conclusion is that the majority of the informants believe that the difficulties in mathematical text tasks are mainly due to a lack of language skills rather than mathematical skills.