The more heterogeneous the classes are, the more the teaching must change if we want to do justice to all children. This view seems to be gaining traction. In this context, the necessity of individual support is often emphasized, even in educational policy statements. However, it is often not questioned whether the prerequisites for this are present in schools and whether the teachers possess the necessary professional competencies. An important aspect of implementing individual support is also the corresponding mindset. What views and knowledge do the local actors actually have on this? What do teachers understand by individual support? What tools do they know and use, and what do they see as conditions for success or failure? This volume contains an empirical study.