The purpose of this study was to investigate the effect of morphological awareness-based vocabulary interventions on vocabulary in children with language learning disabilities. The participants were three children with language learning disabilities, the evaluation procedure was pre-tested before intervention and post-tested after intervention. Two weeks after post-testing, a maintenance test was conducted. The task was used to find out the change in quantitative and qualitative vocabulary, morphological awareness, and multimorphemic words definition ability. The intervention program was produced by based on prior research and consisted of five stages: listening, sorting, morpheme detaching and adding, using strategies based on the meaning of the target words in the context, and making vocabulary dictionaries. The morphological awareness-based vocabulary intervention program had a positive effect on the quantitative and qualitative vocabulary and morphological awareness skills of children with language learning disabilities. The morphological awareness-based vocabulary intervention program, is an effective teaching strategy for children with language learning disabilities.