Objective: This study compares psychological well-being in mothers of elementary students with and without intellectual disabilities. This study also attempts to examine discriminatory power of mothers’ coping styles with stress in predicting psychological well-being. Method: For this study, 75 subjects were selected for each group from Uromia special and regular education schools. Ryff psychological well-being scale (PWS) and Endler-Parker coping styles were administered. Stepwise regression, independent group t-test and ANOVA statistical methods were used for data analysis. Results: Independent group t-test showed significant differences between psychological well-being means groups (p<0/01). Normal child mothers had higher mean (m = 356/96). Mothers of both groups applied problem centered coping styles (task-oriented). Regression analysis displayed that only mothers status, and not their coping styles, could predict psychological well-being. Conclusions: The results suggest that child intellectual disabilities can lead to some considerable psychological well-being problems for these mothers.