Undoubtedly, the profession of a teacher is burdened with the responsibility for the success of the student. The student’s success, in turn, determines the future of the entire society. The teacher points out appropriate paths, contributes to choices, influences the psyche, and behavior of the child (Muszkieta, 2001). A teacher in early education plays the role not only of an educator, leader, therapist, but also a friend, and sometimes even a parent (Gawlik, 2021). In the modern period of educational transformations, parents’ expectations towards their child’s educator can be an important indication of the direction in which the education of future educators should go. In the context of working with students with special educational needs, this seems to be even more important. Such education requires a range of soft skills and individualization of pedagogical interventions. This publication is a report on research conducted among parents of students with Special Educational Needs (SEN) regarding their expectations towards educators. They were an attempt to outline the most important competencies of a pedagogue, according to guardians, necessary for working with a student requiring adjustment of methods and forms of work.