The current study aimed to investigate the extent and areas of training needs of teachers of students with learning disabilities (LD) as well as the extent to which some demographic variables influence the training needs for LD teachers. The researcher adopted a quantitative research method using a 42-item questionnaire as a data collection tool. The sample consisted of 432 LD teachers working in the programs designed for LD students in public schools in Riyadh. Teachers were selected using the simple random sampling method. The data were analyzed using descriptive and inferential statistical techniques. The results indicated that the most of the questionnaire items represented moderate training needs (mean = 2.78) for the teachers. The results indicated that, to a certain extent, gender influenced the extent of training needs of teachers working with LD students. For example, male teachers had more training needs than female teachers. Qualification and years of teaching experience were found to influence the training needs of participants in this study, for example, teachers with bachelor’s degrees were found to have more training needs than those with master’s degrees, while those with less than 5 years of experience have more training needs comparing to other groups. Implications and recommendation for designing LD teachers’ professional development programs are discussed.