Objective: This study examines the effect of Learning strategies on Curiosity and Interest of preschool students with intellectual disabilities (ID). Method: Utilizing a quasi-experimental design, 141 preschool students with ID (70 experimental, 71 control group) by cluster random sampling method, were selected. During the study, the experimental group was exposed to the intervention program and the control group was not. Results: MANOVA analysis revealed a significant difference between the two groups in Curiosity and Interest. No significant difference was observed between boys and girls. Conclusion: Learning strategies of Approaches to Learning Domain had significant impact on Increasing Curiosity and Interest of preschool students with ID.