This study aimed to identify the factors affecting the effectiveness of team learning of exceptional education teachers in Tehran. The research method is descriptive and survey method and in terms of purpose, it is applied and its statistical population consisted of all teachers who have taught in special schools in Tehran in the academic year of 1994-95. The number of these teachers was 1422 people, of which 30 people were selected as pilots and from the remaining 1392 people, 302 people were selected as the sample using stratified-relative random sampling method and using Cochran's formula. To collect information, the researcher-made questionnaire was designed and analyzed from a 45-item response package based on a five-point Likert scale. Its validity was evaluated by supervisors and experts and its reliability coefficient was calculated and confirmed by Cronbach's alpha method of 0.91. Took. To analyze the data from descriptive statistics including tables of frequency, mean, standard deviation and to test hypotheses from inferential statistics such as one-sample t-test and Kalmigorov-Smirnov test (KS), analysis of variance, Friedman test and confirmatory factor analysis. used . The research findings introduced five individual, educational, technological, structural and socio-cultural factors affecting the effectiveness of team learning of exceptional education teachers in Tehran. According to the teachers of exceptional education in Tehran, in this study, the educational factor had the most impact and the cultural-social factor, technological factor, individual factor and structural factor had the least impact on the effectiveness of team learning, respectively.