Although a vast body of literature shares recommendations for teachers on how to manage classrooms, deal with, and design their lessons for students experiencing difficulties with self-regulating attention and behavior, it is unclear, which means they actually take. It is furthermore unclear, which means they take for which students (students with more vs. less intense self-regulation difficulties). Answers to these questions can however be viewed as an important basis to demarcate objectives for future teacher trainings. This project therefore aims to illustrate the means teachers take with regard to specific students. Additionally, this project is interested in the goals, teachers pursue with these means (i.e., to foster academic achievement or to diminish noise). Finally, the project aims to investigate the role that teachers’ engagement, convictions regarding their own abilities, and the causal attributions play for the means taken.