Background: This study aimed to assess the level of health-related quality of life, the occurrence of behavioural and emotional problems, and the association between those among 10-11-year-old students with mild intellectual disability who are studying in mainstream schools and separate special schools. Methods: The study included the caregivers and teachers of 76 students with mild intellectual disability. Students' quality of life was evaluated using the KINDL-R parent report. The SDQ versions for parents and teachers were used to measure the difficulties of the students. Results: As reported by caregivers and teachers, lower quality of life was associated with a higher prevalence of behavioural-emotional problems. According to caregivers, students attending special schools had higher school-related well-being than mainstream school students. Conclusion: Although students' life quality and behavioural-emotional adjustment do not significantly differ between mainstream and special schools, attention should be paid to the school-related well-being of students integrated into regular schools.