The purpose of this study is that, based on expertise in special education tutoring, examine the degree of supervision demanded by teachers in primary schools. As a result of this study, we can see the views teachers have regarding guidance within the following issues: the demand for tutoring, the importance of conversation and reflection, and guidance from the specialist teacher.Since the study deals with phenomena of a qualitative nature, we use semi-structured interviews in the empirical part of trying to understand the informants' way of looking at the phenomenon we are investigating. The study included interviews with six teachers in the elementary school year’s 1-3. The results show that there are more opportunities than obstacles to mentoring. To have someone to go to for advice and support is an important part of the guidance. While there is ambiguity about what the meaning of mentoring is believed to be and who it is for. Special educator's role as mentors in schools varies widely and there is no doubt that the special educator serves many functions and is there for those children who are in need of extra support. The importance of conversation and reflection is considered important, while the lack of time seems to be an obvious factor governing teachers' daily lives in a negative way.