This study was conducted to determine the teaching strategies used by teachers in children with intellectual disability. The respondents were the teachers teaching children with intellectual disability in the Sped Center of San Jose, Antique. The study used a made questionnaire-checklist and it was subjected to validation and reliability testing. The data were analyzed using frequency, rank and Ch-square. The result of the Inferential statistics was subjected to 0.05 level of significance. The result indicated that there were no significant difference in the teaching strategies of the teachers when grouped according to age, educational attainment and length of teaching experience. The result was inconsistent with the popular observation that teachers who were more experienced or those who have higher educational attainment were more likely to employ varied teaching strategies. However, it was worth nothing that there were only four participants in the study. Thus, the variety of responses used was also limited. Further, result revealed that the participants used methods that were also commonly used in general education classrooms. These methods were discussion , lecture, task analysis, and positive reinforcement were further strongly recommended during student teaching especially in SPED Institutions. As for the frequency of using these teaching strategies, it was found out that SPED Teachers used varied teaching strategies when they teach children with intellectual disability. Further, PECS and MAKATON were not as popular or familiar to most SPED teachers. They were also less to use them.