This study examined the role of attachment-based factors (children's attachment style, children's appraisal of teacher as a secure base, and teacher's feelings of closeness to child) in explaining differences in Israeli children's socioemotional adjustment (self-rated sense of coherence, loneliness) and academic functioning (teacher-rated). The sample comprised 98 children with learning disorders from general education classes in four public elementary schools and 107 typically developing children from the same classes. Significant intergroup differences emerged in socioemotional and academic adjustment as well as attachment-based factors. Moreover, attachment-based factors were significantly correlated with adjustment measures and significantly mediated the association between learning disorders and socioemotional adjustment. The findings are discussed in terms of the theoretical and practical implications rendered by children's experiences in close relationships on socioemotional adjustment among school-age children with learning disorders.