This study examined the association between humor, motivation, and achievements in mathematics in students with learning disabilities. For this study, 80 sixth-grade students with learning disabilities who attend integrated classes in a general education school were tested using three instruments: a questionnaire about incorporating humor in mathematics instruction, a questionnaire about motivation, and a mathematics achievement test. The findings of this study show improved mathematics achievements and motivation in students with learning disabilities when humor is incorporated in mathematics classes. In addition, students with learning disabilities who were taught mathematics with humor scored higher on motivation and mathematics achievement at the end of the school year compared with the beginning of the school year. We conclude that incorporating humor in mathematics instruction can be recommended. The expected positive effect on motivation and achievements in this special population could have a positive impact on a variety of other pedagogical phenomena, such as dropout rates, academic achievements in other subjects, and social interactions.