This applied dissertation addressed the strategies used in self-contained classrooms that lead to the success of students with intellectual disabilities in Jamaica. The study was prompted by the poor performance of primary schools in teaching delivery as evidenced in the National Inspectorate Report. The views of successful teachers were collated in order to provide meaningful research data that can be used to improve the effectiveness of teachers regarding their teaching strategies and engagement of their students in the teaching-learning process. In addition, the research findings may be used to inform policies regarding the education of special needs students who are taught in self-contained classrooms in the island of Jamaica. The researcher used a qualitative descriptive case study research design to analyze participant responses on teaching strategies that lead to success of students with intellectual disabilities. The study focused on factors that determine the strategies used, the models used to design the teaching strategies, and accommodations made to the teaching strategies that lead to the success of intellectually disabled students who are taught in self-contained classrooms. Findings revealed that a constructivist approach was taken to teaching that allowed students to be more engaged in the learning process and created positive attitudes toward learning. Use of an individualistic approach allows teachers to accommodate students and target specific learning deficiencies. An implication of the research is the value of good relationships and with students and parents that can facilitate the holistic development of students with intellectual disabilities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]