In Turkey, educational opportunities available for students with special needs are increasing day by day, and recently, more and more students have been benefiting from these opportunities. The preparation of an individualized education program is considered as a fundamental element for individuals with special needs to benefit from these educational opportunities. In Turkey, the Decree Law No. 573 on Special Education necessitates the preparation and implementation of Individualized Education Program (IEP) compulsory for students with special needs. Very few studies are available in literature about the views and impressions of the teachers who have some responsibilities for the implementation of individualized education programs. Therefore, this research studies knowledge competency of teachers working in private special education and rehabilitation centers, where mentally retarded individuals are taught, about the individualized education programs. This is a qualitative research and the participants are 25 teachers working in private special education and rehabilitation centers downtown Konya in the 2019-2020 academic year. The research data have been collected by means of a semi-structured interview form. In the analysis of the data, the descriptive analysis technique has been adopted. The research results have revealed that the teachers working in private special education and rehabilitation centers work as a team during the preparation of the individualized education program, but some teachers do not have enough knowledge about the preparation, development and evaluation stages. Additionally, while determining the educational goals, there is a lack of information about the establishment of communication between the teachers working in guidance and research centers and the private special education and rehabilitation centers.