This study examines Special Educational Needs (SEN) teachers’ perceptions of how adequate, relevant, and effective their training programs are. The research is guided by Kolb’s Experiential Learning Theory, which emphasizes the importance of learning through experience and reflection. A qualitative research design was used, involving thirteen SEN teachers from different regions of Malaysia who participated in semi-structured interviews. Although the sample size was relatively small, thematic saturation was reached, allowing for an in-depth understanding of participants’ experiences. The collected data were analyzed using Braun and Clarke’s six-step thematic analysis framework, developed by Virginia Braun and Victoria Clarke. To ensure the credibility of the findings, the study applied strategies such as member checking, peer debriefing, and maintaining audit trails. The analysis revealed three major themes. First, the practical relevance of training to classroom needs, including skills related to behavior management, differentiated instruction, and authentic assessment. Second, systemic challenges, such as inconsistent mentorship, limited teaching resources, and weak professional collaboration. Third, contextual gaps in training content, particularly regarding its alignment with Malaysia’s cultural environment and national education policies. While some teachers appreciated hands-on workshops and inclusive education modules, others reported feeling insufficiently prepared to handle the realities of classroom practice. The findings are discussed in relation to Malaysia’s developing inclusive education policies that involve many SEN teachers working in multiple roles with little support from their institutions. In addition, the overall research highlights the need for the development of training programs that are in accordance with policies, relate to local contexts, and are regularly updated for the purpose of preparing teachers and improving outcomes for students with disabilities.