This study investigated the Jordanian regular education teachers' knowledge of learning disabilities and whether this knowledge differed as a function of selected variables. The sample consisted of 405 regular classroom teachers teaching 1st- to 6th- grade students in 30 schools in three Jordanian districts. Teachers completed a 40-item test designed by the researcher, which had adequate psychometric properties. T-tests for independent samples and ANOVA were used to analyze the survey data. The results of the study revealed that teachers had a moderate level of knowledge of learning disabilities. Female teachers were found to be significantly more knowledgeable than male teachers. Teachers' level of knowledge was unrelated to teachers' age, teaching experience, or academic qualifications. The implications of these findings for inclusion and for future research in Jordan are provided. (Contains 1 table.)