Specialist teachers for primary school pupils with learning difficulties Research, practice and training This article offers a threefold approach (research, practice and adult training) to the case of specialist teachers for primary school pupils with learning difficulties (i.e. “E” path of teachers’ training in France). After providing some results of our research highlighting the specific constraints and difficulties inherent in these teachers’ task, we use our theoretical and methodological tools to determine the type of problems encountered by inexperienced LD specialists in dealing with pupils with poor numeracy skills. We then propose a training scheme, based on the results of our research and on our analysis of teachers’ practices, with the aim of enabling inexperienced specialist teachers to build up effective professional skills.