This study aims to examine the impact of teaching problem-solving strategies conducted during math class, tostudents with mild intellectual disabilities on their success in problem-solving. One of the qualitative research methods, theteaching experiment, was used in this study. The participants' group of the study consists of three students from the highschool group of special education who were selected by the criterion-sampling method, one of the purposeful samplingtechniques. The teaching of intelligent guessing and testing, making a drawing (making a drawing shape, schema, anddiagram), and working backwards strategy, all of which are from the problem-solving strategies, was performed using thedirect instruction method in accordance with teaching experiment methodology. During the teaching process, eight problemswere taught and solved, including 4 in each strategy course plan. In total, 24 problems relating to these three strategies werestudied, and the implementation process lasted nine weeks. The research process was recorded via a video camera, and allrecordings were transcribed and analyzed by thematic analysis. As a result, it has been concluded that the teaching ofproblem-solving strategies to students with mild intellectual disabilities improves their problem-solving skills and has animpact on the problem-solving process. In light of the findings and results, it is recommended to teach problem-solvingstrategies to students with mild intellectual disabilities to improve their problem-solving skills in math class
