In the last decades, learner autonomy has received a bevy of attention in education literature in the context of leadership dimensions and student-centered learning. The construct of learning disabilities has also experienced significant growth in empirical studies from the primary, secondary, and postsecondary educational arenas. However, there is a massive gap in the field of social science literature on the phenomenon of leaders with learning disabilities and learner autonomy in global organizations. The study was conducted by collecting phenomenological self-actualization narrative data to investigate if people with learning disabilities in leadership positions exhibit a higher degree of learner autonomy versus people without learning disabilities in leadership positions. Six adult leaders--three with a learning disability and three without a learning disability--in diverse leadership roles from global organizations were purposefully selected to participate in this research. The subjects shared their stories from a phenomenological, self-actualization approach to human nature. The study found that leaders with and without learning disabilities exhibit similar learner modalities and learning styles. However, leaders with learning disabilities exhibit higher degrees of learner autonomy (initiative, persistence, and resourcefulness) within their leadership repertoire than leaders without a learning disability except for the exhibit of desire. Furthermore, leaders without learning disabilities are highly self-regulated, as theorized by Zimmerman's (1990) characteristics of self-regulation (i.e., self-observation, self-judgment, and self-reactions) in leading others in diverse organizations. Leaders without learning disabilities also exhibit levels of high self-efficacy and social cognitive skills to remain sustainable in diverse leadership roles as theoretically supported by Bandura (1986). Collected data were rigorously analyzed using Researchware HyperRESEARCH 3.5.1 (Hesse-Biber, Dupuis, & Kinder, 1990). A theoretical model illustrates the constructs of learner autonomy in relation to leaders with and without learning disabilities as it relates to Confessore's (1992) four conative factors of learner autonomy--desire (Meyer, 2001), resourcefulness (Carr, 1999), initiative (Ponton, 1999), and persistence (Derrick, 2001). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]