" We don´t learn for school but for life", is a title well considered, because at the end we look upon the result through remedial spectacles. The main purpose of this study is to describe and analyze remedial teaching in school to examine what promotes the aim of fulfillment. This by comparing the informants´ experiences in different grades. Since the remedial teaching lack in giving students the help they need and are entitled to, it is of relevance to special need education to shed some light and share working teaching strategies to promote development and learning in school. The questions in our study are: How is the special needs education organized on an organization-, group- and individual level? In what way has the remedial teaching been documented, evaluated and followed-up? Which working methods and influences promote the students´ learning and development? We chose a qualitative method with a phenomenological approach, since we intended to in depth study and compare selected professions' work with students in need of remedial teaching. We have chosen to interview special pedagogues, counselors, principals and teachers, a total of twelve people from different grades. The result reveals that besides remedial teaching and teaching strategies, good relations, distinction and interaction between students and early interventions best promote students' learning and development.