This study concentrates on the integrated primary school for girls which allow children with a range of special needs to work with mainstream children. The study investigates and analyses the experience of integration in Saudi primary schools from the perspective of head teachers, classroom teachers, and special needs teachers as they attempted to improve the primary school as an effective place of learning for both handicapped and non-handicapped children. The fieldwork was conducted in Riyadh, the capital of Saudi Arabia.  The study considered the following main issues in relation to the difficulties in achieving successful integration in Saudi Arabia: educational policy and the powers of head teachers; the school itself and its facilities; the attitude of society; the funds available; and the attitudes of the staff to innovation. The study raises more precise issues related to the staff which seemed significant factors in the integrated primary schools. These issues are the age of staff; lack of experience; the level of training among the staff; and staff qualifications. Also, the study considered the necessity to improve staff morale and professionalism as one of the main criteria for successful integration. The study considered that the Ministry of Education and some other ministries in the country have a vital role in achieving successful integration. It was found that all of these aspects needed development. The study ends by drawing conclusions from the literature and from the evidence collected in the form of data and makes recommendations to the education authorities for making appropriate policy decisions.