This paper is a partial result of the Interteach project, a national study based on a Swedish survey regarding interaction and evidence-based methods in teaching of pupils 7–16 years of age in the Swedish compulsory school for pupils with intellectual disabilities (ID). The study aims to quantitatively investigate the teachers’ views on interaction and to what extent pupils in Swedish compulsory schools for pupils with ID (focusing on pupils with autism spectrum disorder [ASD]) are given the opportunity to interact with other people in their daily education, according to the teachers’ reports. Some qualitative data are also included, generated via an open-ended question in the survey. To the best of our knowledge this is the !rst Swedish study that aims to unpack this practice. The majority of the teachers in the study !nd the use of communication maps in interaction important (87%), while 67% !nd the use of speech-generating devices (SGD) in interaction important. Another !nding of this study is that 95% of the teachers in the study state that it is of great importance that pupils with ASD interact with their surroundings, while 39% describe the pupils’ involvement in interaction as being restricted in practice. The open-ended question reveals that the participants view a combination of methods as useful in improving speech, language, and interaction. The results indicate that the teachers believe that interaction is important and, in addition, are positive toward the use of augmentative and alternative communication. This fact is also established via answers to the open-ended question, in which teachers discuss the importance of relationship building and using empathy, knowledge, and understanding in their work. However, there may be a paradox present, manifested through a discrepancy between the teachers’ views and practice. Among the participants, 39% describe pupils’ involvement in interaction during the school day as restricted. Another !nding is that in Sweden as a whole, about 26% state that using SGD for pupils with ASD is not important (compared to communication maps, which are considered unimportant by 10% of the population), although about 95% state that it is important for pupils with ASD to interact with others.