The purpose of this study was toassess the adaptation of mathematics curriculum in regular schools for SLD in Lesotho primary schools.Teachers and students from 16 schools in Berea and Maseru districts were conducted.Mixed method was used where both teachers and students were interviewed.Questionnaires were also distributed for them to answer.The results demonstrated that teachers use different types of instructional materials in order to cater for SLD.Most teachers do not modify content while delivering to the students in class.Teachers had given different views in terms of assignments assigned to students and allocation of time to complete their tasks.Students had indicated their level of satisfaction in the use of different instructional materials being used in class.Modes of assessment utilized by teachers in schools were also shown.The results also indicated the competency of teachers in adapting mathematics curriculum for SLD as well as how teachers experience, school location and gender of students had an effect on the performance of SLD.