The present study aimed to identify the obstacles that hinder the use of augmented reality with students with communication disorders in the elementary stage from the perspective of their teachers in Medina. Accordingly, a questionnaire consisting of (47) items has been constructed that measures the most important obstacles that hinder the use of augmented reality in the therapeutic sessions for students with communication disorders. The two researchers builded descriptive survey instrument, the questionnaire applied to a simple random sample consisting of (133) teachers of communication disorders (male & female), to identify the main obstacles from their perspective according to a number of variables: (academic qualification, years of experience, gender). The outcomes indicated that the most influential obstacles are as follows: Obstacles related to male and female teachers came in the first place, followed by technical and material obstacles in second place, followed by obstacles for female students, while obstacles related to administration came in the last order, and the results showed that there were no statistically significant differences at a significant level of (α ≤0.05) between responses study sample individuals towards assessing the obstacles to using augmented reality with students with communication disorders at the elementary level according to the educational qualification variable (bachelor, postgraduate), years of experience variable (1-5, 6-10, 11 and more), and the gender variable (male-female).