| Summary: | Objectives: This study aims to explore the belief systems of Chinese pre-service special education teachers (PSETs) regarding students with moderate to severe intellectual disability (MSID). Methods: A qualitative research design was employed. Semi-structured interviews were conducted with eight PSETs and analysed using inductive thematic analysis. Results: The findings revealed four key themes in PSETs' beliefs about students with MSID: educational placement, approaches to learning, priority development areas, and growth in abilities. These beliefs ranged from limiting to constructive, forming either nested or divergent belief systems. Conclusions: This study sheds light on the diverse belief systems of Chinese PSETs regarding students with MSID. The complexity of these belief systems underscores the need for targeted teacher education programs designed to foster more constructive beliefs, thereby promoting effective teaching practices and improving educational outcomes for students with MSID.
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