The present study is a follow up study to a quantitative intervention study where two intervention programs, Reciprocal Teaching and Inference Training, were practiced. This study aims at capturing the potentials benefits and qualitative aspects of one of the programs evaluated, Reciprocal Teaching. More specifically, I have investigated the video recordings from the sessions included in the intervention program. Moreover, an analysis was made of transcriptions of talk, usage of strategies, and question types and distribution of learning opportunities. The study suggests that the findings challenge the common perception that reading comprehension is an impossibility for people defined as intellectually disabled.