Intellectual disabilities are a topic of considerable discussion in Saudi Arabia, as the concerns towards children affected by them and their ability to maintain continued health and well-being are growing. Schools are the primary medium that is expected to teach such people the skills necessary for independence and survival. The purpose of this study is to evaluate teacher attitudes towards children with intellectual disabilities and their need for skill training. Rationale It is essential to begin the study by defining the topics of the study. Intellectual disability (ID) is an inability of an individual’s capacities to match the standards set by the society and the educational system specifically (Tassé, Lockasson, & Sharlock, 2016). Adaptive behavior skills (ABS), on the other hand, consist of behaviors such as dressing, maintaining one’s health, managing a household, observing hygiene, eating, social interactions, and personal growth (Shireman, 2015). Lastly, teachers’ attitudes are the predispositions based on beliefs about teaching and learning that inform an educator’s actions and responses (Rokeach, 1968). Children with IDs can struggle with some ABS, and teaching them these abilities is the job of teachers. The opinions of a teacher are usually reflected in his or her practice and directly affect the children he or she oversees. Educators’ beliefs greatly influence students’ skill development, both socially and academically (Sharma, Loreman, & Forlin, 2012). However, Alkhateeb, Hadidi, and Alkhateeb (2015) suggest that the attitudes towards inclusion in Saudi Arabia are mixed. Alamri and Tyler-Wood (2016) consider the general opinions of teachers on the matter to be negative when compared to the United States. The trend is potentially damaging to children with IDs, and their continued well-being requires a change in the overall consensus. The attitudes of the teachers are not the only obstacle to an inclusive environment and the implementation of the necessary skill training. The lack of similar services for adults indicates a need for the skills needed for independence to be taught during school (Papadatou-Pastou & Tomprou, 2015). However, the research by Alahmadi and El Keshky (2019) indicates that the knowledge of teachers on the subject matter is lacking even when they work with children who have IDs. As such, the study also discusses the approaches that can be used to address the concerns and needs of such students. Changes in the perception of the teachers and other people are essential to the success of the overall program. According to Kasari, Rotheram-Fuller, Locke, and Gulsrud (2012), social growth and improved ABS outcomes are associated with each other. Stoesz et al. (2016) provide an overview of the strategies for teachers to identify children with special needs and address those requirements. The ultimate goal is to enable these students to use ABS in any situation after they graduate and begin living and working independently (Ramdoss et al., 2012). While the task is challenging, it should be possible if the teachers and parents are committed to the goal and have the necessary knowledge. Conclusion This study raises concerns over the negative attitudes held by some te