Asking questions is essential for learning and socialisation. However, students with intellectual disability who have severe speech and language disorder (i.e. aided-speaking students) seldom get the opportunity to ask questions in teacher-fronted classrooms. Out of 22 consulted school leaders in the Swedish special school for children with an intellectual disability, six school leaders agreed to let their 82 teachers and classroom assistants participate in a 4-hour-long Conversation Analytic Role-play Method (CARM) workshop about aided-speaking students’ questions. The objective of this study was to investigate the underlying conditions of the significantly increased self-efficacy pre–post the intervention. Panel and group discussions were transcribed and analysed. Results showed that the two key actions (i.e. supportive leadership and empowered teachers) fostering collective teacher efficacy were acknowledged. The six school leaders created space for embedded reflective talk and displayed beliefs in teachers’ as well as classroom assistants’ abilities suggesting empowerment of classroom teams. The CA-based findings used in the workshop elicited reflective talk. For example, vicarious experiences (presented in anecdotes) worked to transfer CA findings in the workshop to participants own teaching practices. The findings have implications for communication skills training targeting teachers and classroom assistants working with aided-speaking students.