This study was undertaken in a European Comenius Project designed to understand teachers” perceptions of the origins of school failure in France, Spain and Ireland. It includes empirical work on how teachers in each country think about what is important in determining school failure and what teachers can do to remedy failure. The social contexts in each country vary and these differences provide teachers in each country to reflect on their own practices in classrooms with pupils in difficulty. The work implicitly refers to a constructivist model developed by Ernst von Glasersfeld in which ways teachers think about their jobs is the result of their experiences in their own educational systems and determines their approach to their professional activities. Relevance: This book described a cross national project to help children with learning difficulties. It should be of interest to constructivists as it includes data about the ways teachers in the different participating countries think about the best way to help children in difficulty. In each country the approaches are different, constrained partly by their own perceptions of what is possible within the constraints in their respective countries.