Developmental coordination disorder (DCD) is typically diagnosed in children between the ages of 5 and 11, usually without other medical or neurologic diagnoses. Globally, it affects approximately 5% to 6% of children, but its prevalence rates vary across regions due to differences in diagnostic criteria. In Hong Kong Special Administrative Region (SAR), China (hereafter referred to as Hong Kong), there is no official incidence rate of DCD, but existing research suggests that approximately 9% of children may have DCD and that as many as 19% are considered at risk. Other Asian countries, including Taiwan and South Korea, have reported higher prevalence rates, with Taiwan at 9.7% and South Korea at around 11%. Although impaired motor proficiency—i.e., being clumsy—is the primary concern among children with DCD, they experience difficulties in other domains of development, including psychosocial skills and learning. DCD has been associated with persistent deficits in executive function, low emotional and social efficacy, and difficulty participating in home- and community-based activities. It is evident that DCD needs to be viewed from a broader lens that encompasses social and learning processes in childhood. This chapter takes this encompassing view to promote an understanding of the impact of DCD impairments on learning and well-being. The evidence on the factors that facilitate or hinder learning processes and provide practice recommendations for educators is reviewed. All these points will be discussed in the context of the current social climate and educational policies in Hong Kong and in comparable territories in Asia.