The purpose of this study is to contribute with knowledge about experiencesin working with children in need of special support. Two research questionswere formulated based on this purpose. The study is grounded in a lifeworldphenomenological approach to highlight the diverse experiences of preschoolteachers and special educators in their work with children in need of specialsupport. Data were collected through semi-structured interviews with open-ended questions. The interviews were conducted both in person and digitallywith four preschool teachers and three special educators. With consent, allinterviews were recorded to facilitate transcription and subsequent dataanalysis.The results show that preschool teachers’ and special educators experiences inworking with children in need of special support have both similarities anddifferences. The findings highlight successful and effective approaches forworking with children in need of special support, as well as obstacles anddifficulties. It appears that there is expressed desires for professionaldevelopment and more time to work preventively. The conclusion of the studyis that there are successful methods for supporting children in need of specialsupport, while significant challenges that limit the work also emerge. Clearerguidelines in relevant policy documents for preschool are needed, as well asfurther training and/or more extensive modules on children in need of specialsupport within preschool teacher education.