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This study investigates the collaboration between special needs teachers and primary school teachers in the context of supporting students’ literacy development. Using a qualitative approach, semi-structured interviews were conducted with eight primary school teachers to explore their experiences of and perspectives on the special educational support provided by special needs teachers. Thematic content analysis revealed four themes: the special needs teacher’s work with students, the special needs teacher’s collaboration with teachers, the requirements for effective collaboration, and the challenges in using the special needs teacher’s time efficiently. The findings highlight the critical role of special needs teachers in both student interventions and collegial support. However, a lack of clarity in their special needs teacher role and insufficient time for collaboration were identified as significant barriers. This study underscores the need for structured frameworks to enhance the collaboration between teachers and special needs educators. Ultimately this has the potential of improving inclusive education practices.