Objective: This study has examined whether or not self-regulatory strategies vary depending on pretend play situations in 40 children with intellectual disability and 40 typically developing children. Method: Their cognitive, linguistic and individual symbolic play levels were assessed in order to match the children of the two groups. During two dyadic pretend play sessions (Itinerary, Creativity), their abilities in dyadic pretend play and in self-regulation were assessed by coding their behaviour via two validated grids. Results: The results showed similar overall levels in dyadic pretend play in both groups but a lower involvement was observed in disabled children. Some specific deficits and strengths in self-regulatory strategies were highlighted in children with intellectual disability. In both groups, non-structured Creativity situation induced weaker abilities in pretend play, and better self-evaluation strategy than in the structured Itinerary situation. In both groups, positive links between specific self-regulation strategies (identification of objective, planning, self-regulated attention, self-motivation, self-evaluation) and specific dyadic pretend play abilities (involvement, roles, actions, objects, social participation) are more numerous and higher in the structured Itinerary situation than in the Creativity situation.