The aim of this study was to establish the challenges encountered when teaching Daily living skills (DLS) to
learners with Mental Retardation (MR). The study used purposive sampling to select the sub-county, special
units, learners and teachers. The target population in this study was eighty four respondents. The sample for the
study was the same as the target population. The study used semi-structured questionnaires for teachers and
head-teachers, and observation checklists for learners. The study was carried out in special units for learners with
MR in public primary schools in Kasarani sub-county, Kenya. The data was analyzed using qualitative and
quantitative methods. The findings of the study showed that learners with MR were not taught DLS effectively.
The study also found out that seventy-eight percent (78%) of teachers in the units for learners with MR were not
trained to teach such learners. Only 22% of the teachers were trained in the area of MR. The findings showed
that forty-eight (80%) of learners did not get sufficient DLS to enable them live independently. Consequently, the
study concluded that learners were not taught DLS appropriately to enable them live independently. The study
recommended that the government should develop cost-effective training for teachers in the area of MR to curb
the problem of understaffing and ineffective teaching. It also recommended that schools with special units need
to be headed by teachers who are specialists in the area of MR because they can understand the needs, abilities
and interests of learners with MR and provide appropriate learning environment as well as offering necessary
support to the teachers in the units.