This study examined the Teachers' perceptions of the obstacles of virtual classrooms in the education of students with special needs.The descriptive approach was used, and to achieve the objective of the study, a questionnaire was prepared and distributed to the study population in a random way. The study sample reached (377) teachers from public schools in Jordan. The results showed that the teachers' perceptions of the obstacles of virtual classrooms were moderate. The average of the teacher's obstacles domain was (3.45), the students' handicap domain was (3.50), the administrative handicap domain was (3.50), and the technical handicap domain was (3.46). To make it more interactive to achieve the desired goals, as students with disabilities need different education methods commensurate with their needs and abilities.