The purpose of this study is to produce new insights of ethical issues in special needs educators' (SNEs) consultation with teachers in Swedish schools, by using the theoretical lens of Løgstrup's (1997) theory the Ethical Demand. The research questions concern (1) how the SNEs describe the content of their consultation and (2) how the SNEs describe how they deal with resistance to consultation. Semi-structured interviews with eight SNEs were analysed by using the theory of The Ethical Demand by Løgstrup. Main results are that consultation is viewed as widening the thinking of the teachers and resistance is dealt with by SNEs avoiding undesired consultation. Resistance to consultation is regarded as a way for teachers to maintain their integrity when being forced to consultation. The study reveals that ethical issues are deeply integrated in consultation and the use of the theory of the Ethical Demand sheds new light on the ethical-philosophical grounds in SNEs' consultation practice.