Background: Injuries rank among the leading causes of morbidity and mortality worldwide. First aid does not substitute for medical care; they just are a temporary support until specialized care could be provided. Aim of the study: was to evaluate the effectiveness of first aid health educational intervention for special education school teachers at zagazig city. Subjects and methods: Research Design: A quasi-experimental design was used. Setting: El-Amal School for Deaf and Hard for Hearing, Intellectual School, and El-Nour School for Blind. Subjects: 60 teachers were recruited from the three schools. Tools of data collection for data collection: tool I. A questionnaire sheet consisted of two parts: Part A: Socio-demographic characteristics of the teachers under study, Part B: Teacher's knowledge about first aid. Tool II. An observational checklist used to assess the teacher's practice to first aid. The fieldwork lased from October 2015 to March 2016. Results: Showed that there were highly statistically significant differences in teachers' knowledge and practices regarding to first aid throughout intervention phases (P<0.001). The total mean score of knowledge among the study group increased from 28.58+19.15 in preprogram, to 82.83+14.67 immediately post program and 79.87+21.43, at 3 month of post program. The total mean scores of their practice increased from 24.58+33.19 preprogram to 150.37+30.60 immediately post program and 145.52+37.09, at 3 month of post program. Conclusion: This study results provided evidence that after implementation of educational program teachers' knowledge and practices regarding first aid improved. Recommendations: Health educational training to be performed at least annually for all special education school teachers.