This study aimed at identifying some factors that form in self-concept shaping for special education students in Al Qassim university, and the knowledge of the pattern of self-concept dimensions. This study also aimed to find out if there is a difference in some factors shaping depending on their places of residence, families number, pattern in the family ,fathers\' education level ,mothers\' education level, accumulative average and students\' education level. The population of the study consisted of B.A.. students in special education department registered in the first semester during the year 1428/1429 H who are (800 students) .The sample was (200 students) selected at random method which represent (25٪ ) of all . TENSI self-concept measurement was used as a study instrument which consists of 100 subtests measuring nine Dimensions . T test, SHEFE test, mono-variance analysis(ANOVA) ,Standard deviation and mathematical Average were used for data analysis which revealed the following : The pattern of self-concept dimensions for special education students in Al Qassim university was as follows (self – ethic, self-family, self-social, self-personality, self-criticism, identity, self-physical, self-acceptance behavior). There are statistically significant differences for the students who live in the city according to the dimensions (self-personality, self-criticism, identity, self-acceptance), for the countryside livers (in self-physical, self-ethic self-social behavior, self-family), for the students whose families are less than five persons in these dimensions (self-physical, self-personality, self-criticism, self-social, and self-family) . And the eldest student in the family (self-ethic self-personality self-social self-family behavior), for students whose fathers\' education are B.A. and graduate studies in (self-ethic, self-personality), for the students whose fathers\' education are (less or general secondary) in the self-social dimensions and for mothers\' education level in these dimensions (self-social, behavior and self-ethic) and for mothers\' education level which is less or general secondary in self-personality dimensions, for students whose accumulative average is excellent in these dimensions (self-personality, self-ethic, behavior identity, self-family) and for the education level for the fresh students in these dimensions (self-personality, identity and self-social) and students who are in the fifth year in these Dimensions (self-ethic and behavior)