The paper investigated the perception of special educators regarding teaching mathematics to slow learners in Oyo area of Oyo State. The study employed survey research design and one research question was answered while three hypotheses were tested at 0.05 level of significance. The
population of the study comprised all special educators in Oyo town out of which 50 educators were randomly selected for the study. The instrument used to elicit information was a self-designed questionnaire tagged “Slow Learners in Mathematics from Special Educators’ View Questionnaire (SLMSEVQ) which has a Cronbach-Alpha value of 0.79. It was discovered that slow learners in mathematics can learn better and faster with little assistance from teacher, peers and parents. It was shown from the study that there was a significant difference in the perception of special educators based on gender and field of interest (N = 50, df = 48; t = 3.814; p = .05) and (N = 50, df = 48, t = 4.683; p= .05) respectively. There was also a significant difference in the perception of the special educators based on their years of teaching experience F(2,47) = 3.726, p < 0.05). It was concluded from the study that slow learners will learn Mathematics better and faster when they receive assistance from their teacher and are given opportunity of interacting with relevant instructional materials. It was recommended, among others, that no student should be stigmatised as slow learner and that slow learners should be given opportunity of learning mathematics at the class pace with little assistance from the teacher, peers and parents.