The study aimed at achieving the extent of prevalence of special learning failures and its related factors among elementary students of Ardebil province. Research method is causal-comparative. The statistical population of the present study, comprise students who are studying at third, fourth, and fifth elementary school. About 1440 students were selected by multi-stage cluster sampling method. Using a checklist of the characteristics of the children with dysraphia, dyscalculia, and Dyslexia, which was in the hands of teachers and analyzing the students’ spelling, composition, and mathematics notebooks, the children with special learning failures were recognized. So the extent of prevalence of these learning failures was %13. At the second stage of this study, 48 students (%50 girls and %50 boys) were selected randomly. Also 48 normal students were selected randomly among their classmates. Both two groups responded to the following tests: Wepman auditory diagnostic test, Raven’s intelligence test, Wechsler memory test, Marian Frastick test, reading, spelling, and mathematics tests, and researcher-made test. Also from the point of the teachers, Roter’s behavioral problems test was carried out for two groups of students. It should not be ignored that using causal-comparative was because of the nature of study. The trained testers in the students’ school collected data individually. The results show that %13 of students who are studying at third, fourth, and fifth elementary in urban schools of Ardebil have special learning failures and among the factors related with this failure it can be point to recalling failure, little use of repetition and exercising, vision memory faint, mental control faint, and faint in auditory diagnostic. Also in comparison with the normal students they had greater behavioral problems and fainter motor visual perception.