The purpose of this study to suggest the definition and classification model of learning disability that are applicable to the theory and practice setting in Korea. For the purpose of this study, the national-wide survey on the current status of learning disability classification was conducted with team leaders of 172 Supporting Centers for Special Education. Also, a review of Korean articles about learning disabilities was conducted to identify Korean subtypes of learning disabilities in the past 50 years. Eight issues on the definition and the classification model of learning disabilities were drawn from the survey results and literature review results and the definition and classification model of learning disability that are applicable to the theory and practice setting in Korea was proposed through the discussion of each of the following 8 issues: (a) the elements of learning disability, (b) the subtype of learning disability, (c) what to check during the screening process, (d) what to check for the classification decision, (3) the operational definition of low achievement, (f) the decision criterion of the IQ test result, (g) the decision criterion of the achievement test result, (h) what or not to include or exclude of socially, economically, and/or culturally disadvantaged children from special education services. Results were summarized and were discussed.