aim: to assess the awareness of learning disabilities among teachers of primary schools Method: A cross–sectional survey that was conducted in female governmental primary integrated and non–integrated schools in Dammam, alkhobar, Qatif and cities using a validated self–administered questionnaire that will be distributed to the teachers in the selected schools then will be collected after their response Results: Four hundred forty–eight female primary school teachers participated in the present study. About two–thirds (75.4%) of participant’s teachers had low Knowledge about learning disabilities. Approximately one–half (51.8%) of participant’s teachers had a low attitude about learning disabilities. As well as, 65.6% of participant’s teachers had low Knowledge and attitude about learning disabilities. Age, nationality, marital status, having children and teaching grade of participants teachers did not significantly (P≥ 0.05) affect the teacher’s knowledge and attitude. Each of the school region (P= 0.010), last education degree (P=0.012), receiving workshops (P= 0.007) and having services and materials (P=0.013) to students with learning disabilities in the schools were significantly (P≤ 0.05) affect the teacher‘s Knowledge and attitude about learning disabilities. Conclusion: Primary school teachers who participated in the present study had poor Knowledge and attitude about learning disabilities in integrated and non–integrated schools in Dammam, Alkhobar, Qatif and other cities in Saudi Arabia.