This thesis reports on a study in which 10 Swedish special education teachers were interviewed concerning the following six topics: (1) personal background and choice of a career; (2) professional knowledge; (3) the role of a special education teacher; (4) educational goals and methods; (5) cooperation; and (6) thoughts about the future. Interviewees' ideas about what is important knowledge in special education fell into two main categories: professional knowledge and skills, and social competence. Teaching goals tended to show either a short-term or a long-term perspective. Teachers defined their primary short-term goal as making pupils feel happy in school. Long-term goals included fostering pupils' sense of responsibility and increasing their ability to meet life outside of school. Cooperation with parents and colleagues was considered either from an active or a passive point of view. An active view was held by teachers who saw their role as that of a change agent. A passive view was expressed by teachers who saw their role as relatively unobtrusive and concerned with the mediation of knowledge. Analysis of individual profiles of the interviewed teachers led to identification of two teacher types: the mediator and the interactor. The mediator uses his/her knowledge and competence primarily to bring knowledge to students. The interactor has a holistic view and regards the goal of special education in a whole-life perspective. (Contains 54 references.) (DB)