The purpose of this study is to describe educators' experiences with the methodology of Cooperative Learning and how it works for students with reading and writing difficulties. An anonymous survey with open-ended questions was distributed in Facebook groups dedicated to Cooperative Learning. Responses from 31 teachers actively using Cooperative Learning in Swedish schools were analyzed. The open-ended questions focused on educators’ perceptions of how Cooperative Learning impacts students with reading and writing difficulties, as well as the strengths and challenges they encounter when using this method with such students. The results indicate that educators’ experiences of Cooperative Learning's effects on students with reading and writing difficulties align with existing research on its impact on students without these difficulties. Overall, the analysis suggests that Cooperative Learning not only supports the learning of students with reading and writing difficulties but also promotes inclusion, self-esteem, and motivation.