This study is aimed at analyzing the effects of learning strategies training of the learning disabled in middle school students on their mathematics achievement, self-regulation, impulsivity, and self-efficacy. For achieving this aim, the following hypotheses are examined through experiments: 1. Learning strategies training would enhance the mathematics achievement of the learning disabled. The degree of mathematics achievement resulted from the training of mild ADHD(attention deficit-hyperactivity disorder) would be higher than that of the serious ADHD. 2. Learning strategies training of the learning disabled would increase the frequency of their use of self-regulated learning strategies. The frequency of their use of self-regulated learning strategies resulted from the training of mild ADHD would be higher than that of the serious ADHD. Learning strategies training would influence differently on students' use of various subtypes in self-regulated learning strategies. 3. Learning strategies training would reduce the degree of students' impulsivity. 4. Learning strategies training would strengthen the students' sense of self-efficacy. As the subjects for this experiment, ninety-two male learning disabled students were selected under three criteria: 1) average IQ's from 100 to 137(total M=1l4, SD=14); 2) mathematical GPA ranged from 40 to 55(total M=60.92, SD=22); and 3) not perceptually or neurologically impaired. The types of learning strategies used for the training were; 1) describing problem-solving processes, 2) verbalizing, 3) self-instructing, 4) goal-setting, 5) note-taking, 6) elaborating, 7) imaginating, 8) rehearsing, 9) monitoring, and 10) self-reinforcement. The major findings obtained through this study are as follows: First, learning strategies training has enhanced the level of mathematics achievement of the experimental group more than that of the control group. Second, the mathematics achievement of the mild ADHD of the disabled has been more enhanced than that of the serious ADHD. Third, in the frequency of the use of self-regulated learning strategy, students in the experimental group have shown higher than that of the control group. Fourth, in terms of the improvement in subtypes of metacognitive strategies, seeking information, and rehearsing and memorizing, the experimental group has also showed significantly favorable outcomes compared to the control group. Fifth, the experimental group has been significantly superior to their control group counterpart in controlling emotional states. Sixth, learning strategies training has both reduced the degree of their impulsivity and raised the sense of self-efficacy. Finally, verbal protocol analysis of the experimental group subjects has revealed that learning strategies training reduced error rate in mathematical problem solving. These results strongly suggest many implications for teaching-learning strategies of the learning disabled in the classroom situation. Most important of them is that learning strategies training could surely keep the effects of improved mathematical skills of them for quite a long period of time.