The purpose of this study was to investigate learning styles of students with learning disabilities. There were three research questions such as: (1) Elementary students with learning disabilities are more dependable in learning than their normal peers? (2) Elementary students with learning disabilities are less competitive in learning than their normal peers? (3) Elementary students with learning disabilities are more avoidable in learning their normal peers? To meet the research purpose, 18 elementary students with learning disabilities and 18 their normal peers were selected from six schools in a middle Province in Korea. The Learning Style Inventory developed by Grasha & Reichmann was administered and analyzed by matching sample t verification. The results indicated that elementary students with learning disabilities were not more dependable in learning than their normal peers, which means there were no difference between groups. Secondly, elementary students with learning disabilities were less competitive in learning than their normal peers. Thirdly, elementary students with learning disabilities were not more avoidable in learning than their normal peers, which means there were no difference between groups. However, on the other hand, elementary students with learning disabilities showed less independent and less participant in learning than their normal peers. Based upon the research results, some discussions and conclusion were addressed.