This descriptive study aimed to identify the relationship between social skills and learning motivation among Omani students with learning disabilities from their teachers’ perspective. The study sample consisted of 300 students enrolled in Learning Disabilities Program at Al Batinah North Governorate in Oman for the academic year 2022/2023. The teachers of Learning Disabilities Program responded to the social skills scale, which consisted of 30 items distributed on three sub-dimensions: Collaboration, self-affirmation, and self-control. The teachers also responded on the learning motivation scale, which consisted of 15 items distributed on three sub-dimensions: Pay attention to the educational situation, interest in the activity, and continue performing the activity. The results indicated that all dimensions of the social skills scale and the learning motivation scale were at an average level. The results also showed an average positive correlation between social skills and learning motivation. In other words, social skills contributed to predicting learning motivation for students with learning disabilities. The results also showed that there were differences on all sub-dimensions of the social skills scale in favor of females, and on the self-control dimension in favor of students with learning disabilities in the Arabic language. The study recommended the existence of school psychological counseling programs that enhance social skills and learning motivation among students with learning disabilities, and enhancing the role of parents in discussing issues related to social skills and learning motivation among their children.