Despite the international movement to include students with Moderate Intellectual Disabilities (MOID) in general education classrooms with their typical peers, these students still receive their education in segregated classrooms in Saudi Arabia (SA). This study aims to investigate the teachers' perceptions of the educational experiences of female students with MOID in self-contained classrooms in SA. I conducted this study using qualitative methodology depending on two data sources: interviews and documentation. A third data collection method, conducting observations, was not possible to implement due to the pandemic of COVID-19, which closed the schools during the year of data collection. I used semi-structured interviews with seven special education teachers in SA. Four main themes emerged from the teachers' perceptions and the documentation review about their experiences being teachers of female students with MOID in self-contained classrooms in SA. The four themes that emerged were: (a) ineffective self-contained classrooms, (b) unclear expectations of students with MOID, (c) inadequate school and education system infrastructure, and (d) lack of understanding of effective inclusive education for students with MOID. Moreover, in the discussion I described four significant issues related to these themes: the absence of inclusive education, inconsistencies in the curriculum taught to female students with MOID, lack of effective leadership in the educational system, and an ineffective system for identification, diagnosis, and reevaluation. Finally, I discussed the implications of the study and outlined recommendations for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]