The study aimed to identify the social and emotional competence of teachers of intellectual disability from the viewpoint of their students. The sample consisted of 20 intellectually disabled students at the secondary stage in Riyadh, Saudi Arabia, and a questionnaire of socio-emotional competence (student copy) was used by Smetana (2020), and translation / researcher. The scale consisted of 36 statements, distributed on five sub-dimensions: self-awareness (n = 6), self-control (n = 8), social awareness (n = 8), relationship skills (n = 7), and decision-making (n = 8). The results of the study concluded that all dimensions were with prevalence rates of less than 50%, which are low rates to describe the teacher's social and emotional competence in terms of students' perception of these competencies. After making the decision, it ranked first with a rate of 44%, followed by self-control at a rate of 42.74%, followed by self-awareness by 41.50%, then after relationships with 36.14%, and finally after social awareness, at 37%. In terms of cell length (student responses), all dimensions were in the first (unaware) and second (aware) ranges, which are lower ranges compared to the fourth (highly aware) and fifth (strongly aware) ranges. In general, the results of the current study indicate a decrease in the social and emotional competence of the teacher based on the appreciation of the intellectually disabled students in the secondary stage in Riyadh (Kingdom of Saudi Arabia). This may be due to the small size of the sample, as the researcher tried to obtain a larger sample but was not able to do so.