This research aims to contribute to an understanding of pupils´ perspective of participation in compulsory education for pupils with intellectual disabilities. The method used in the research was focus group interviews. The group consisted of twelve pupils who all attend the same school. The theoretical models Hart´s ladder of children´s participation and the didactic trianglewas used to analyse the pupils´ participation in compulsory education for pupils with intellectual disabilities. Hart´s ladder of children´s participation was used to analyse the levelof pupils´ participation. To examine how there is a level of participation in the education the didactic triangle with the components subject, pupil and teacher were chosen to assay the relations between them. The pupils defined participation as taking part; taking part of activities and being part of the togetherness at school. An example from the group where that education is an activity demanded in order for them to acquire the necessary knowledge that is intended. This necessary knowledge is furthermore explained as the teachers decision and the education as a whole is described as teacher led. The teachers are the ones who determine the content and form. The pupils expressed that this does not enable them to take their own initiative in shaping the education. The conclusion from the pupils wasthat they can be more involved in educational shaping, when the teachers are more attentive and interplay with the pupils perspective.