The article discusses about the reading difficulties observed and experienced by mainstream school teachers and special educators in an inclusive setup. For this purpose, responses were taken from mainstream teachers and special educators on the Questionnaire “Teacher Experience on Reading Difficulties (TERD)” prepared and validated by the researcher. Teacher Experience on Reading Difficulties (TERD) includes 10 questions, having 6 closed-ended and 4 open-ended questions. Responses were collected using an online Google Form. The sample included 49 teachers, of whom 28 were special educators and 21 mainstream teachers. Responses were collected and analysed using simple percentages for 6 questions and content analysis for 4 questions of the TERD. Both types of teachers reported different types of reading difficulties. Teachers experienced that the reading difficulty associated with the components of fluency and comprehension was more among the students as compared to the reading difficulties associated with recognition and pronunciation.