This study aimed to identify the lived experiences of teachers of students with intellectual disabilities with low academic achievement in special education classes, their status, and strategies for progress. Given the aim of the study, a qualitative approach and the research method of Colaizzi's phenomenological study were used. The research population consisted of 28 teachers of students with mild intellectual disabilities in Bukan County in the year 2025. Using criterion-based purposive sampling and based on reaching theoretical saturation, 10 teachers (5 men and 6 women) were selected. Data were collected through semi-structured interviews, and the data were analyzed using thematic analysis of the written transcripts. The findings of the study were presented in two main sections: the specific status of students with mild intellectual disabilities and low academic achievement in special education classes, and strategies for improving their situation. Analysis of the findings showed that the weaknesses of students with mild intellectual disabilities and low academic achievement in learning and in meeting the educational goals set for students with intellectual disabilities lead to a sense of incompetence among teachers and reduce their motivation to teach these students, which in turn exacerbates the students’ low academic achievement. Therefore, it is necessary, in order to improve the educational situation of these students, to revise their educational goals and teaching processes in accordance with their specific characteristics and abilities, and to shift the emphasis from achieving success in purely academic tasks to success in practical life skills.