The paper considered several psychosocial variables as predictors of school adjustment of 40 gifted students with learning disabilities in Junior Secondary School in Ikenne Local Government Council Area of Ogun State, Nigeria. Purposeful random sampling was employed to select four schools from 13 junior secondary schools in the area, six assessment instruments were administered to the participants, and the resulting data were then collated and analyzed using multiple linear regression. Results demonstrated that both emotional intelligence and self-concept were potent factors that could predict school adjustment of gifted students with learning disabilities. Similiarly, socioeconomic status was a significant factor in influencing school adjustment of gifted students with learning disabilities. Gender also had a different effect on school adjustment of students with learning disabilities. The implications and recommendations of the study were discussed.