The purpose of this study was to examine special needs teachers´ knowledge about visual scaffolding and their opportunities for supporting teachers in creating an accessible learning environment. Special needs teachers were given questions formulated and connected to how they experience their own professional qualifications when they support other teachers in using visual scaffolding, in what way they think visual scaffolding can be used in order to create an accessible learning enviroment and what sort of visual scaffolding they find recommendable in different learning environments and school subjects. Semi-structured interviews were conducted with ten special needs teachers in Swedish compulsory school. The recorded interviews were transcribed and analysed in relation to the research questions. The results showed that special needs teachers recommend that visual scaffolding ought to be used in order to make learning environments accessible by visualizing what pupils are asked to do, how they are supposed to perfom different tasks as well as making words and expressions clear. Using pictures was pointed out as the best support, followed by using symbols, drawings and tangible concrete materials. Further education in visual scaffolding, time for collegial learning, discussions and competent guidance also emerged as critical factors for special needs teachers in their support and guidance to class tecahers.