Often mathematical instruction for students with disabilities, especially those with learning disabilities, includes an overabundance of instruction on mathematical computation and does not include high-quality instruction on mathematical reasoning and problem solving. In fact, it is a common misconception that students with learning disabilities are not strong problem solvers in general. This article highlights the inherent problem solving strengths that students with learning disabilities possess; how they use those skills to address everyday barriers and challenges, and how teachers can relate these skills to academic mathematical instruction. Additionally, practical classroom examples, suggested teaching strategies, and questions for further examinations are discussed.