This study investigates online learning provision for students with intellectual disabilities (SWID) that was offered by special educational settings during a coronavirus outbreak in Jordan, from the perspective of their mothers (n = 67). A qualitative phenomenological design was adopted through the use of semi-structured interviews. An inductive theoretical approach was used in the data analysis. Five themes emerged concerning lack of receipt of online learning (OL) suitable for SWID during a coronavirus outbreak; training domains provided to SWID; achieved goals using OL; barriers to use of OL during a coronavirus outbreak; and suggestions for enhancement of OL. Implications of the findings and recommendations are provided.