Objective: This study investigates the impact of training executive functions (EFs) on mathematics and reading performance in primary students with specific learning disabilities. Method:  In this quasi-experimental design, 90 elementary fourth grade students with mathematics and reading disabilities were randomly recruited and assigned to experimental and control groups from a population (209 students) in Isfahan. Cornoldi working memory test, Coolidge Personality and Neuropsychology Inventory (CPNI), KeyMath test, and Reading Level Diagnostic Test were respectively utilized to evaluate working memory, EFs, mathematics and reading abilities. EFs were trained through group training sessions and each EF was train in a separate block for ten sessions. The training was focused on stimulating and reinforcing the neurological connections. 25 days after the post-test, the follow-up was administered. Results: Multiple MANOVA and repeated measurements analysis revealed that the training could make a significant difference between the two groups. Conclusion: The findings emphasize that working on EFs can yield considerable effects foe students with specific learning disabilities.