Introduction: Developmental problems among children, particularly those who are mild to moderately mentally challenged, affect several functional domains, including cognition, motor abilities, vision, hearing, speech, and behavior. This study investigates the specific developmental problems that children confront in special schools in the rural district, utilizing standardized assessment instruments to provide insights into their developmental pathways. The findings are intended to inform targeted interventions and highlight the need for comprehensive public health and educational strategies to support affected children, particularly in resource-constrained situations. Method and Material: The study utilized a descriptive cross-sectional design to evaluate developmental problems in 50 mentally challenged children (ages 6-12) from special schools, using stratified random sampling. Data was collected through structured interviews, direct observations, and standardized tools like DDST and VABS, with descriptive statistics employed for analysis. Ethical considerations, including informed consent and confidentiality, were strictly adhered to, in line with the Declaration of Helsinki. Result: The study found that the majority of mentally challenged children were male, with a significant proportion having moderate intellectual disability. Most children face challenges in speech and language development, with a considerable number experiencing behavioral issues. These findings underscore the importance of early intervention and tailored support for this vulnerable population. Conclusion: This study highlights demographic characteristics and developmental challenges in mentally challenged children, emphasizing the need for targeted interventions to support their well-being.