This study explores the experiences of primary school teachers providing remedial mathematics education to students with special learning difficulties (SLD). Through qualitative research and interviews with 22 teachers, findings highlight challenges such as insufficient knowledge of SLD, reliance on individual education plans, and students' difficulties in counting, operations, problem-solving, and memorization. Teachers use diverse methods like concrete materials, repetition, and games, along with tools such as worksheets and smart boards. Challenges include inadequate physical conditions, limited class time, and low student and parent engagement. Suggestions for improvement focus on better resources, teaching methods, professional development, and enhanced communication with parents and classroom teachers.