This study aimed to explore the opinions and preferences of students with special needs who receive resource room services. The participants included 113 students aged between 7 and 13 years, and data were collected through a questionnaire that focused on the students' experiences in the resource room. The findings indicate that students require support in academic areas, particularly in Mathematics and Turkish. Additionally, students expressed positive feelings towards studying in the resource room and showed a preference for studying academic subjects in that setting. Overall, this study provides insights into the perspectives of students with special needs who benefit from resource room services. It is crucial to provide flexible opportunities that align with students' preferences, whether it be resource room or general education classes, to develop effective programs for students with special needs. By incorporating students' perspectives and preferences, educational stakeholders can create an inclusive and supportive learning environment that meets the specific needs of students with special needs. The findings contribute to the existing body of knowledge in the field and can inform educational policies and practices aimed at supporting students with special needs.