Background: In spite of normal intelligence, traditional schooling, intact hearing, vision, motivation, and sociocultural opportunity, learning disorders (LD) or specific learning disorders (SpLD) are a group of neurodevelopmental disorders that present in childhood as persistent difficulties in learning for efficient reading (dyslexia), writing (dysgraphia), or performing mathematical calculations (dyscalculia). The present study was conducted to assess specific learning disorders among children. Materials & Methods: 76 children of specific learning disorders of both genders were screened for visual or hearing difficulties. Neurological problems were evaluated as well. Results: Out of 76 children, boys were 40 and girls were 36. Deficits were right left confusion in 25, fine motor issues in 20 and difficulty in telling time seeing the clock in 31 children. 36 were right- handed, 25 were left- handed and 158 were mixed handed. Medium of instruction was Hindi in 31, English in 32 and other in 13. Gap between the onset of symptoms and the referral was <6 months in 21, 1-2 years in 29 and 2-4 years in 26. Comorbidities were ASD in 8, anxiety in 38 and ADHD in 30. The difference was significant (P< 0.05). Conclusion: One significant contributing factor to academic underachievement is a specific learning disability. When seeing children on a regular basis, health practitioners should be on the lookout for early indications of co-morbidities, especially ADHD.