Developmental Language Disorder (DLD) is increasingly prevalent in childhood. In this context, the perception of therapists and education professionals is crucial to improving clinical and educational practices related to its treatment. This qualitative phenomenographic study addresses the personal experiences, perceptions, and practices of therapists and education professionals in charge of treating DLD within educational settings in Chile through semi-structured interviews. The sample includes ten professionals with experience working in schools dedicated to language therapy and schools with Programa de Integracion Escolar (School Integration Program) in the south of the country. The content of the interviews was subject to thematic analysis, which yielded three central themes: the heterogeneity of DLD, perceptions of the experience of working with children, and therapeutic and educational interventions' structure. This research highlights the diversity of approaches and challenges professionals face in treating DLD. The results reflect a need for consensus to improve the terminology, classification criteria, and assessments in this area, with limitations that point to future research that expands the sample and includes other Spanish-speaking contexts. This study has significant projections for updating interventions and standardizing assessment instruments for DLD.El Trastorno del Desarrollo del Lenguaje (TDL) es cada vez más frecuente en la infancia. En este contexto, la percepción de los terapeutas y profesionales de la educación es crucial para mejorar las prácticas clínicas y educativas en el tratamiento de este trastorno. Este estudio cualitativo fenomenográfico aborda las concepciones de profesionales de la educación sobre el diagnóstico y tratamiento del TDL. Ello, a través de entrevistas semiestructuradas para comprender las experiencias personales, concepciones y prácticas de distintos profesionales que se encargan del tratamiento del trastorno en el contexto educativo chileno. La muestra incluye 10 profesionales con experiencia en escuelas de lenguaje y colegios con programas de integración escolar en Chile. Se realizó un análisis temático de las entrevistas en el que se identificaron tres temas centrales: la heterogeneidad del TDL, la valoración de la experiencia en el trabajo con niños/as y la estructura de las intervenciones terapéuticas y educativas. El estudio resalta la diversidad de enfoques y desafíos enfrentados por los profesionales al tratar el TDL. Los resultados reflejan la necesidad de buscar consensos para mejorar la terminología, criterios de clasificación y evaluación en esta área. Las limitaciones del estudio apuntan a futuras investigaciones que amplíen la muestra y consideren otros contextos hispanohablantes. El trabajo tiene proyecciones importantes relacionadas con la actualización de intervenciones y la estandarización de instrumentos de evaluación del TDL.This qualitative phenomenographic study addresses the conceptions of therapists and education professionals on the diagnosis and treatment of Developmental Language Disorder (DLD), through semi-structured interviews to understand the personal experiences, conceptions and practices of different professionals in charge of the treatment of DLD in the Chilean educational context. The sample includes 10 professionals with experience in language schools and schools with school integration programs in the south of the country. A thematic analysis of the interviews was carried out in which three central themes were identified: the heterogeneity of DLD, the valuation of experience in working with children, and the structure of therapeutic and educational interventions. The study highlights the diversity of approaches and challenges faced by professionals in dealing with DLD. The results reflect the need to seek consensus to improve terminology, classification criteria and assessment in this area. The limitations of the study point to future research that expands the sample and considers other Spanish-speaking contexts. The work has important projections related to the updating of interventions and the standardization of DLD assessment instruments.