The authors studied how care provision and educational and therapeutic support for children with profound multiple disabilities are organized and coordinated in the German-, French-, and Italian-speaking parts of Switzerland. Study questions were: (a) how do the care and educational elements of support coexist in the everyday life of these children, and (b) at the organizational level, who provides the respective support in schools and institutions? The study was conducted via questionnaires sent to 103 schools and institutions, and involved 177 children with profound multiple disabilities, 150 teachers or “special educators,” and two subgroups made up of 26 pairs of healthcare professionals and teachers. Results showed a significant correlation between the allocation of health and personal care and personalized educational and therapeutic support, and that teaching staff undertake tasks relating to health and personal care, just as healthcare professionals also have an educational capacity. However, these two groups of professionals have differing perceptions of their roles and functions in caring for children with profound multiple disabilities. The complementarities of care provision and educational support in Switzerland can be confirmed to some extent. The nature of the support required often forces staff to work outside of their traditional fields of expertise. The authors note that there is a genuine distribution of tasks between different professionals, but they do not confirm a common perception of such tasks.