Dyslexia and dysgraphia as specific learning difficulties are becoming more frequent, therefore it is necessary to educate teachers, accept the child's specific difficulties, cooperate with all participants in the teaching process, and encourage and motivate students. Recent literature points out that students with dyslexia and dysgraphia should not be seen only as children with difficulties, but that their diversity should be viewed from the point of view of their different skills and abilities and only then specific needs. Numerous studies and various sources state how challenging and complex teaching students with specific learning difficulties is. This qualitative research provides an insight into the teaching methods used by the respondents in working with students with dyslexia and dysgraphia, the sense of competence for teaching these students, and possible problems and changes needed in teaching. The obtained results were collected through seven individual interviews in which elementary school teachers participated. An individualized approach, various adaptations and a positive competitive atmosphere in the class contribute to successful teaching and facilitate the acquisition of teaching content for students with specific difficulties. Even though the interviwed teachers feel only partially competent, they mostly acquire their knowledge and skills through experience, professional training and independent learning. Necessary changes that stand out are employing more professional associates, especially speech therapists, and their better cooperation with teachers and parents. However, a few teachers believe that changes are not necessary because teachers have enough freedom in their work to decide how they will teach students with dyslexia and dysgraphia.