This article explores how work teams in early childhood education and care (ECEC) describe their digital documentation practices regarding special educational needs (SEN), and the professional practice possibilities within digital systems. Drawing on the concept of teacher agency, group interviews with 18 staff members within work teams in ECEC were conducted across three Swedish municipalities. The findings show how the different designs and concepts of digital systems provide facilitating and limiting work contexts that in turn shape the work teams’ interactions. The article highlights the significance of variable levels of access different professionals have in different systems that may restrict their participation with the documentation process and reinforce divisions within the work teams. Furthermore, it illustrates the constraining context of time and pacing in the digital documentation processes that leads some work teams to devise alternative options and, in the process, assert professional autonomy.