Utopia and reality – a study on the upper secondary school´s work with ADHD and ASDIn conjunction with the increased amount of people who are diagnosed with ADHD/ASD, criticism has emerged that the school fails to meet the needs of these student. This study examines, through a multiple case study, the Swedish upper secondary schools´ work with ADHD/ASD from an organizational perspective. Interviews have been conducted to collect the empirical material. Thematic analysis has been used to analyse the empirical material. The results showed that the schools in question organized the work with ADHD/ASD in varying ways. Whether the schools are municipal or independent schools had less importance for how the work with ADHD/ASD was organized. Small schools tended to work better for students with ADHD/ASD. Bureaucratic structures, the hierarchial model of integration and conflicting institutional logics in the schools´ organizations affects students with ADHD/ASD negatively. Overall, a trend can be sensed that small schools with adhocratic features tend to be more successful in the work with ADHD/ASD.