Background: Service providers' knowledge and attitude of people with disabilities is the foundation for inclusion. This qualitative study explored awareness and intervention beliefs of intellectual disability in 106 teachers and 170 preservice students in Kuwait. Method: After reading an unlabelled vignette about a young man with an intellectual disability, participants answered two open-ended questions to identify his problem and possible intervention. Data were coded and thematically analysed. Results: The four causal belief themes involved cognitive, academic-occupational, psychosocial, and personal/life-skill factors. The three intervention themes that emerged promoted personal/ professional growth, educational and career enhancement and rehabilitation/psychosocial support. Results revealed few participants accurately identified intellectual disability. Most attributed the problem to personal factors. Recommendations for intervention centred on personal/professional development and rehabilitation and psychosocial support, in line with the causal beliefs. Conclusions: The findings are discussed in relation to the participants' local culture, and implications are suggested for training and assessment.