The article is based on an empirical research carried out for the purpose of doctoral dissertation. History teachers and other professionals (school counselors, teachers for individual and group help, and teachers for additional professional help) took part in the research. For the purpose of this article, their answers in questionnaires and interviews were re-read and organized in content- -based groups. Acquired knowledge shows that teachers and other professionals provide much help to students with learning difficulties, and that they also cooperate at interdisciplinary level. Thus, good practice examples and suggestions for more qualitative pedagogical work with students with learning difficulties at history lessons have been created. The given examples inform us that such help starts during the very preparations for history lessons, and is later on provided by teachers, in case they notice specific problems.