This article aims to explore what changes two Cypriot primary school teachers brought in their teaching in order to help students with learning difficulties improve in their classes. The study was qualitative and used non-participant observation in two primary classrooms in different primary schools and semi-structured interviews with the main teachers of these classes. The findings revealed that the main changes implemented by these teachers were a differentiated programme of literacy and numeracy, and opportunities to students to process information through many senses. In addition, the teachers boosted the learning of students with learning difficulties by focusing on essentials, using process-oriented praise, peer tutoring, and regular communication with parents. The article concludes with suggestions about how Cypriot primary school teachers can boost the learning of students with difficulties and how leaders can support their efforts.