This research project aims to answer the following questions: (1) What experiences do pupils with intellectual disabilities (ID) report after participating in education based on philosophical dialogue? and (2) How do these experiences relate to the needs of pupils with ID? To address these questions, an interview study was conducted with 12 pupils, aged 13 to 15 years, with primarily mild ID, attending the Swedish Compulsory School for Pupils with Intellectual Disabilities. The pupils participated in a small-scale intervention program consisting of 12 sessions of philosophical dialogues over 6 weeks, guided by two experienced facilitators. Toward the end of the program, the children took part in semi-structured interviews to share their experiences of the philosophical dialogues. The responses to these interviews were analyzed in relation to identified needs of pupils with ID, specifically the need for cognitively stimulating activities, communication and social skills, and decision-making skills. Thematic analysis of the data revealed the following themes: To meet each other, to know and grow, and to have a good time. The results indicate that philosophical dialogue holds promise in addressing the identified needs of pupils with ID. Notably, the role of humor in the children’s experiences during the philosophical dialogues was of particular interest.