The overall aim of this study is to investigate changes within a school system when the introduction of a new occupational group, Special Educational Needs Coordinators (SENCOs), challenges established structures. Questions concerning how different occupational groups view where and in what ways SENCOs should work are studied in this paper. Three different questionnaires are used in order to analyze the present situation for SENCOs within the Swedish educational system. A number of interesting findings were distinguished. For example, several occupational groups respond that SENCOs should work with individually taught special education. Meanwhile, a pattern emerges in which SENCOs seem to partly have established a new work role. However, little is known about how these changes affect children in need of special support.