The aim of this study is to clarify the role perceptions, expectations, and interactions of therapeutic teachers. In line with the second primary task of the sociotechnical theory, the concepts were studied in their existential aspects: what the professionals involved in this special provision declare. Three groups of professionals participated in the study: therapeutic teachers, regular teachers, and school psychologists. The comparison of the three groups’ questionnaires resulted in a unified picture of the therapeutic teacher's role. Therapeutic aspects and emotional features were clearly preferred to academic improvement. The psychologists as a group were more reserved in their expectations, but similar in their direction. Further studies are needed in line with the third primary task: Do they really do what they believe they are doing?