The purpose of this study is to gain a deeper knowledge of staffs’ understading of the interaction between students in special school in Sweden and how it can be developed. The research review of this study showed that there are several different educational strategies that show how the support and development of interaction can increase interactions in students with developmental disabilities. However, there is relatively little knowledge of how this interaction can be developed in a natural learning environment. Nine staff members from five special classes in one special school were interviewed, using a semi-structured interview template. The transcribed material was then subjected to a content analysis in which the didactic triangle and Olsson ́s (2006) definition of interaction was used to obtain categories. The results showed that students interaction has three different functions, behavioral regulation, social interaction and joint attention. For example, a student showed through body language where another student should stand, which is a type of behavior regulation. Social interactions could occur when two students talked and laughed while eating. Joint attention occurred when a student wanted to tell others what had happend. The second part of the result that affected staff strategies to develop interaction showed three categories, back off, activity and demonstrate. The staff backed away so that students could interact with other students. Furthermore, they used the activity to get the student to interact, as they believed that it was essential to the interaction to occurs. Finally, as staff tried to show students how the interaction could be carried out by being a role model and concretely show how contact is made with other students.