Teachers´ perceptions about the benefits and safety of the Internet for students with intellectual disabilities may affect their willingness to promote online access for this group. Therefore, the purpose of this study was to explore and compare the views of pre-service and in-service teachers concerning the opportunities and hazards that the Internet has for students with intellectual disabilities. A cross-sectional survey design was conducted with the participation of 582 pre-service and in-service teachers from south-eastern Spain. Findings reveal that teachers have great concerns about the use of the Internet by students with ID, with higher ratings for perceived online risks than for online benefits. They also perceive that the Internet is not safe enough for students with intellectual disabilities. Overall, pre-service teachers perceive greater online safety, benefits and risks compared to in-service teachers. Female teachers showed higher ratings for online risks as well. Finally, in-service teachers' experience with students with ID was related to lower perceived online benefits. Initial and on-going training programmes should provide teachers with the strategies to manage and promote the use of the Internet by students with intellectual disabilities in a responsible way, and refrain from excluding them from the digital arena.