Learning a foreign language is a critical skill in the current context of globalization and multicultural communication. Present secondary and post-secondary foreign language classes admit increasing numbers of students with learning disabilities (LD). Given the particular challenges faced by these students in the area of language processing, learning a foreign language in school settings can seem an unsurpassable obstacle. In this article, we describe the learning characteristics of students of LD and present specific teaching strategies that help teachers support these students' acquisition of a foreign language.