The aim of the current study is to examine differences in social anxiety between learning disabled (LD) and non-learning disabled (non-LD) students, taking into account educational placement. The present research is the first to consider the above relations among Christian Arab adolescents living in Israel as an Eastern collectivist minority. On the whole, students with LD (learning disabilities) reported higher levels of social anxiety than their non-LD peers. Moreover, adolescents with LD studying in a special education classroom reported higher levels of social anxiety than adolescents with LD in a partially inclusive classroom. An interesting and unexpected result was the higher levels of generalised social anxiety (SAD-G) reported by male adolescents in comparison to female adolescents. These results provide evidence that students with LD, especially those attending special education classes, suffer from high levels of social anxiety. This means that they experience intense distress, which can be expected to impair their social and academic performance. According to the present research, there is a slight advantage to partially inclusive classes. (Contains 2 tables.)