The purpose of this study was to identify differences in the language problemsolving ability and sub-elements for students among learning disabilities (LD), intellectual disabilities (ID), and general students (TD). Methods: The participants were total 78 students (26 LDs, 26 IDs, 26 TDs). Each group consisted of thirteen 1st-2nd graders and thirteen 3rd-4th graders. The language problem-solving ability test was conducted and compared by sub-elements (cause & reason, problem-solving, clue & prediction). Results: In total scores of the language problem-solving ability, the ID group had a lower score than the LD group, and the scores of the two groups were both lower than the TD group, regardless of their grade level. Comparison of the sub-elements of the language problem-solving ability showed that no differences were found between the LD group and the TD group in the sub-elements of cause & reason and problem-solving. As for the 1st-2nd graders, the scores of the LD and the TD groups were significantly higher than the scores of the ID group. A different pattern was shown in the sub-element of clue & prediction: The scores of the LD group were significantly lower than the scores of the TD and the ID groups in 1st-2nd graders while, in 3rd-4th graders, the scores of the LD group were higher, but not so significantly, than the scores of the ID group and were significantly lower than the scores of the TD group. Consequently, our analysis of the language problem-solving ability in terms of the grade levels and the disability types showed that both the ID and the LD groups showed lower levels than the TD group, but it was confirmed that the two groups improved as their grade levels increased. Conclusion: The LD group showed lower abilities than the ID group in the sub-element of clue & prediction. Based on the results, future research issues were discussed.