This study aimed at evaluating the quality of the Learning Disabilities Program (LDP) in Omani basic education schools as perceived by supervisors and teachers of the LDP. This study used the descriptive method. A convenience sample of 38 supervisors and 277 teachers was selected from different governorates. To achieve the objectives of the study, a scale of 83 indicators was developed. These indicators were distributed to 6 standards related to: nature of the program, workers in the program, individualized education program, educational environment, family participation, and inclusion and transitional services. Results indicated that the availability of quality standards in the LDP was on average. Results also indicated that there were significant differences in the "educational environment" standard due to educational qualification in favor of postgraduate level, as well as there were significant differences in the following standards: "nature of the program and educational environment" due to teaching experience in favor of those with 11 years or more, while for those with 10 years of experience or less in the standard of "inclusion and transitional services". Results also indicated that there were differences in all standards except for "workers in the program" due to the governorate variable. The majority of these differences were in favor of Muscat Governorate. However, there were no differences due to the position variable (teacher and supervisor). The study recommended that the Ministry of Education set standards for the LDP and those mentioned in this study.