This study aimed at identifying the training needs of female teachers of inclusive classes with special needs in the Sultanate of Oman's basic education schools (grades 1 - 4). It aimed also to determine the relation between the needs and the study components (type and level of qualification, years of experiences, number of training courses, educational region and type of students' disabilities). In order to achieve these objectives, a list of training needs has been :: distributed. It has contained (50) items which have been tested in terms of validity and reliability, The study sample was applied on (64) teachers working with students in inclusive schools. The data was statistically treated by using frequencies, means, standard deviations, T-tests, and one-way ANOVA. The study's results have demonstrated that there is a great need for training, and showed that educational technology is the teachers' top priority need, followed respectively by administrational needs, communication needs with parents and community, students' traits and way of dealing with them, assessment, management of inclusive classes, and methods of teaching. The study's results also have showed there were statistically significant differences between the study's sample responses in the sever clusters, except in the clusters related to administrational needs. The results also have showed no statistically significant differences attributed to the type of disability of students. In the light of the literature review and the result of the field study, a number of suggestions were offered to develop those teachers and to cover the shortfalls in their qualification to help them to keep pace with needs of the children in those classes.