This study aimed to identify the relationship between the executive functions and solving verbal mathematical problems among fourth grade students with learning disabilities in AL-Dakhiliyah Governorate. The study sample consisted of 66 students and the correlational descriptive approach was used. Taken from (Abdul Jawad and Abdul Aziz, 2012) study, The Behavior Rating Inventory of Executive Function (BRIEF) was used to achieve the objectives of this study. Three scales were included in the inventory: working memory, shift and inhibit. The Solving verbal Mathematical problems test included the axes of numbers and operations on numbers in Mathematics book for the fourth grade. The validity and reliability of the inventory was examined by Abdul Jawad and Abdul Aziz (2012). In this study, the external validity was found through arbitrators' opinions, and reliability was achieved using the internal consistency of Cronbach's Alpha. The values of the reliability coefficient for the inventory axes ranged from 0.74 to 0.90. Regarding the solving verbal mathematical problems test, content validity was found by preparing the specification table, external validity was found through arbitrators' opinions, and reliability was founds using the internal consistency of Cronbach's Alpha. It is worth mentioning that the reliability coefficient for the test was 0.91. The study reached several results, the most prominent of which were the following: there were statistically significant differences at the level of significance of 0.05 between the student's level at the executive functions and the mean of the scale. Also, the results indicated that there were statistically significant differences at the level of 0.50 between the student's level in solving verbal mathematical problems and the mean of the scale. In addition, the results showed a statistically significant correlation between solving verbal mathematical problems and the working memory. On the one hand, the results revealed that there was no statistically significant correlation between solving verbal mathematical problems and shift, there was also no correlation between numbers and inhibit. On the other hand, the results revealed that there was a correlation between operations on numbers and inhibit. The results also concluded that verbal mathematical problems could be resolved through the three executive functions.