The current study aimed to identify the challenges of inclusive education facing female students with intellectual disabilities in secondary schools from the point of view of their teachers in Medina. The study followed the descriptive approach by applying a questionnaire to the study sample, which consisted of (70) female teachers in secondary schools affiliated with the Medina Education District. The results showed that the arithmetic averages of the teachers' response level regarding the paragraphs of the questionnaire's axes, respectively (educational challenges (4.07), psychological challenges (4.06), and social challenges (3.90), which are faced by female students with intellectual disabilities, came with high approval levels. The arithmetic average of the teachers' response level regarding effective strategies and practices came with (4.16) with a high approval level. The study recommends the necessity of taking into account the needs and abilities of female students with intellectual disabilities in inclusive education, adapting curricula and the educational environment to suit their abilities, and taking into account their psychological factors, especially since they are in the adolescent stage.