This paper investigated the teachers’ perceptions on the teaching of science to learners with disabilities in selected special and regular schools in Ondo State, Nigeria. The study population comprised all secondary school science teachers in Ondo State. Out of this, a sample of eighty-five (85) science teachers was selected through multistage sampling technique made up of purposive and stratified random sampling. The instrument used to collect data for the study was a questionnaire which consisted of variables pertinent to the study. The reliability coefficient of the questionnaire using Cronbach alpha was 0.85. The data collected were analysed using the t-test statistical analysis. The results showed that, science teachers from special and regular schools perceived that science should be taught to learners with and without disabilities. Significant difference existed as observed in the study’s outcome that girlchild with disabilities should be more exposed to the world of science. It was however; found that regular education (science) teachers were unprepared to work with learners with disabilities. Based on these findings, it was recommended among others that all teachers (special and regular educators) should stay abreast of new information because they are the most important determinants of the quality of educational programmes.