This chapter aimed to identify the prevailing learning styles among a sample of gifted students with learning disabilities in Jordan. The study sample included 112 male and female students distributed to different schools and educational centers for gifted students, and they were chosen in an intentional manner. To achieve the objectives of the study, the researcher used the VARK (visual, auditory, read, and kinesthetic) scale for learning styles, which were rationed on the Jordanian environment and had acceptable degrees of validity and reliability. The results of the study showed that the prevailing learning styles among gifted students with learning disabilities in Jordan were as follows: the visual style came in the first place, while the auditory style came in the second place, followed by the reading-writing style, which came in the third place, while the practical style came in ranked last. Finally, the results showed that there are differences due to the effect of the gender of the gifted student with learning disabilities in learning styles related to the auditory style, where the differences came in favor of males, and in the reading-writing style, where the differences came in favor of females. Based on these results, the study came up with a set of recommendations, the most important of which was to conduct a comparative study between gifted students with learning disabilities and normal students in learning styles.