Students with learning difficulties encounter multiple challenges regarding media education: they are more likely to experience digital abuse, more frequently affected by digital exclusion, and more often excluded from media education compared to their peers. On the other hand, recent articles highlight educational benefits of digital media, such as the didactic possibilities that they offer for support and teaching. Both perspectives underline the relevance of media education. Given the limited number of empirical studies on media learning in the context of teaching students with special educational needs, this article provides insight into the subjective learning outcomes of students with learning difficulties after participating in media workshops. Referring to the German term “Medienbildung”, it does not only focus on disposable knowledge about media but also asks for subjective relevance. Based on nine qualitative interviews, the study analyzes what kind of learning progress the students perceive to be important and why. The findings demonstrate that media education is highly relevant to students with learning difficulties due to its impact on their educational, vocational, and personal lives. Furthermore, the data suggest that regular use of digital media in schools is essential for enhancing these students’ confidence and independence in using digital technologies.