Current research suggests that nurture groups are an effective psychosocial intervention to support children and young people with social, emotional and behaviour difficulties. However, to date research has not examined teachers' personal opinions of nurture groups' effectiveness. The present study addresses this gap in knowledge by exploring teachers' perceptions of the nurture groups' effectiveness on social, emotional skills, behaviour and attainment. A total of 12 primary school teachers were recruited and interviewed with a semi-structured interview schedule. The thematic analysis of the transcribed narrative accounts indicate that teachers notice a positive effect of the nurture groups on children's social and emotional skills and behaviour. Specifically, with developed emotional understanding and regulation, the children's social and behavioural functioning improved. While the nurture group was not characterised as directly improving attainment, academic skills were improved through developed engagement, independence and self-efficacy. Implications for future research and practice were highlighted. This included the need for early pupil identification by a trained practitioner, as well as the potential negative impact of recent funding cuts on nurture groups' efficacy. Further research into these is suggested, alongside research into pupil attachments, self-concept and the long-term outcomes of nurture group intervention on attainment.