Objectives This study aimed to examine the effect of an applied menstrual self-care management education program provided to adolescents with intellectual disabilities and their mothers on their knowledge, skills, and anxiety levels. Methods A quasi-experimental design based on pre-test and post-test models was conducted with two different groups. The population consisted of adolescents with intellectual disabilities attending three special education and rehabilitation centers in a province and their mothers, while the sample included 32 adolescents with intellectual disabilities and their mothers who met the research criteria. Data were collected using a Demographic Information and Menstrual Characteristics Form and the Beck Anxiety Scale. Descriptive statistical methods (Mean, Standard Deviation) and t-test were employed. Results The applied education program provided education to both mothers and adolescents with intellectual disabilities using a simulator model demonstrating the perineal area and a guide developed for menstrual self-care, and they were asked to perform the practices. Following the education, both mothers and adolescents with intellectual disabilities showed effective gains in knowledge and skills, while also experiencing a reduction in anxiety. Conclusions Providing the same education to both mothers and adolescents with intellectual disabilities not only reduced potential caregiving issues but also facilitated communication between the adolescent and the mother. The study enabled adolescents with intellectual disabilities to realize their potential and decreased dependency on their mothers for care.