Women with learning difficulties are often subject to oppressive situations and attitudes that drastically increase their likelihood of being abused. However, until recently, such women had not had the same access to psychotherapeutic intervention as their non-disabled counterparts. Intervention documented to date has tended to focus on psycho-educational groups where women with learning difficulties are taught skills in order to 'keep them safe'. The author, a trainee Clinical Psychologist, together with an Occupational Therapist and consultant Clinical Psychologist in a Clinical Specialist Learning Difficulties Team, ran a Women's Group for survivors of sexual abuse with learning difficulties. Five women attended the group. The author audio-taped group sessions as well as post group interviews and analysed them using grounded theory analysis in order to investigate the ways in which women with learning difficulties become therapeutic collaborators by affecting and being affected by group process. Two super-ordinate themes of mutuality and conflict were identified and conceptualised as inter-related and cyclical in nature, moving the group through cycles of connection, disconnection and new connection. The post group interviews revealed the development of "voice-in-relation", and a theory is given regarding the relationship between this development and the group process.