The role of different neurocognitive abilities in learning is well documented. Research also shows that neurocognitive abilities, such as different facets of executive functions (EF) as well as analogical thinking and fluid reasoning abilities (FR) are challenged among children with Special Educational Needs (SEN) and/or Learning Difficulties (LD). However, research on neurocognitive abilities in larger representative samples as well as subgroups of children eligible for SEN support in Swedish school context is sparse. This is of particular interest since the Swedish SEN support eligibility system stresses curricular and knowledge based goal criteria (and not diagnostic (LD) criteria). The Swedish SEN support system is organized in three tiers, offering differentiated and individualized instruction to all children (tier 1), intensified adjustments to some children in an inclusive classroom environment (tier 2), and more prolonged SEN support outside classroom and/or reduced curricula (tier 3). The current study is a first exploration of data drawn from a large study on the relation between different neurocognitive abilities and their role in learning in general, and in children eligible for different type of SEN support in particular. The study reports data from children aged 6 to 16 drawn from a representative sample (n = 471) of Swedish school children on three indices of neurocognitive abilities (attention EF, planning EF and FR). Three groups of children are compared: children without explicit SEN support (tier 1), children with intensified inclusive classroom adjustment support (tier 2), and children with more persistent/outside classroom SEN support (tier 3). Results show that there are significant differences between the three groups with regards to neurocognitive abilities. Preliminary conclusions are drawn about the role of neurocognitive abilities in children with and without SEN in a curriculum-based SEN support delivery system. Also, conclusions for future directions for research are drawn.