Objective: Considering the importance of skill training curriculum in improving the social and individual skills of intellectually disabled students, the aim of the present study was to phenomenological analyze the perception of teachers of students with special needs regarding the skills training curriculum for the mentally disabled group in order to provide future-oriented educational solutions. Method: This study was conducted using qualitative approach and phenomenological method. In order to collect data, semi-structured qualitative interviews were used and with targeted sampling, data saturation was obtained after conducting nine interviews. Result: In-depth analysis of teachers' views led to the identification and categorization of eight categories needed and emphasized in skill training curricula from the point of view of teachers participating in this research, including rehabilitation skills, life skills, teaching logical-mathematical concepts, selfsufficiency, health promotion and Safety, creating a positive attitude towards oneself and the surrounding environment, sexual education and social-emotional development and thirty-three subcategories were the main categories. The categories obtained by categorizing the required skills in the background of the study have commonalities and differences that show the effect of the background and context and the teachers' perception of the needs. Conclusion: The approaches and suggestions derived from this study have confirmed the necessity of paying attention to the opinions of teachers in order to enrich the curriculum of learning skills of mentally retarded students in order to pay attention to educational interventions.