The purpose of this study was to identify the attitudes of normal classroom teachers and learning disabilities teachers towards learning disabilities program in cycle one for basic education schools in the Governorate of Al Batina North. The sample of this study consisted of 222 teachers for the academic year (2017/2018). A questionnaire consisting of 40 items and for subsides was developed and distributed to the sample of the study. The results of the first question indicated that teacher of the normal class, and learning disabilities teacher had positive attitudes towards the learning disabilities pro gram. The teaching method received the highest level of positive, followed by the class environment. The dimension of dealing with the learning disabilities, profession has reached the third level, while the domain of diagnosis and referral was lower than the positive. In the second question, the results of the present study indicate that there are no statistically significant differences between the trends of the normal class teacher and learning disabilities teacher in learning disability program in the first dimension (the classroom environment). The presence of statistically significant differences at a level of less than 0,01 in favor of the normal class teacher in the second dimension (tbe pro cess of diagnosis and referral). In addition, the presence of statistically significant dif ferences at a level of less than 0,01 in favor parameters. As for the third question, the results indicate that there are no statistically significant differences in the attitudes of the normal class teacher towards the learning disability program due to the variable of sci entific qualification and years of experience in all dimensions. As for the fourth ques tion, the results indicate that there are no statistically significant differences in the atti tudes of the learning disabilities teacher towards the learning disability program due to the variable of scientific qualification and years of experience in all dimensions.