Key findings from several research studies have documented the notion of including "pupil voice" in the discourse around pupil teacher relationships and the experiences of pupils with special educational needs (SEN) in schools. The current article contains extracts from case studies of two children with SEN and their parents who participated in a series of interviews in special and mainstream schools. The primary aim of the research was to examine pupil experiences in schools with a particular focus on their perceptions and interpretations of the support they received from their teachers. Each of the two case studies presented contrasts the pupils' experience and emphasises the complexity of pupil-teacher relationships and how individual needs may be accommodated by teachers and schools. Both pupils have been assigned a pseudonym.