In this, I examined the differences between two approaches for teaching math to pupils with learning disabilities: active teaching as opposed to traditional teaching, which engages pupils more directly in their own learning process and promotes collaborative learning, and traditional (frontal) teaching. The hypothesis is that active teaching will result in an improved self-image and the motivation to learn math than traditional teaching. Forty pupils with learning disabilities in special education classes at a conventional elementary school participated in the study. In two classes, an active teaching approach was used to teach math, and in the other two classes, a traditional approach was used. Our findings indicate that the self-image, motivation, and achievement of the pupils in the active teaching classes to learn math was higher than in the traditional classes. These results have implications for pupils with learning disabilities and other pupils learning math and other subjects and are relevant to curriculum teacher training programs.