Objective: The purpose of this study is to investigate the role of early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies predicting social anxiety in students with learning disabilities. Method: The research method was descriptive and correlational. A sample of 232 students was selected using available sampling method. The research instrument consisted of Young schema (1999), behavioral activation/inhibition systems Carver & White (1994), cognitive emotion regulation strategies Garnefski, Kraaij and Spinhoven (2002) and social anxiety Connor et al questionnaires. For statistical data analysis regression analysis is used. Results: early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies can predict social anxiety anxiety in students with learning disabilities. Conclusion: The early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation were involved in the development and maintenance of social anxiety. By examining these variables, the target disorder can be prevented.