This study involved a comparison between 30 children with Learning Disabilities (LD) and 30 typically developing peers, regarding their ability to resolve interpersonal conflict problems. It was hypothesized that the groups would show significant differences along the following parameters: (a) understanding of the components of the problems; (b) finding of alternative solutions; (c) determination of the consequences of the solutions; (d) the type of solution strategies used; (e) differentiation of the strategies in line with the different requirements of each situation; (f) level of development of interpersonal negotiation. The results of the study indicate that children with LD experience more difficulty than children of typical development in appreciating the components which make up the context of interpersonal conflict, in devising alternative solutions to resolve the conflict and in appreciating the consequences of the solutions they propose. With regard to the type of resolution strategy employed, the study shows that children with LD present both similarities to and differences from their typical peers, depending on the specific situational features, since situations appear to vary in the type of social behavior they promote in children with LD. Finally, in respect to the use of different strategies to meet the special requirements of each situation, and in respect to the development level of interpersonal negotiation, no statistically significant differences were found between the groups. An intriguing finding of the study, warranting further examination, is the fact that children with LD seem to come up with strategies that are comparable to the strategies of their typical peers and, moreover, take into consideration the situational circumstances, despite their problems with the three first phases of the interpersonal problem solving procedure. (Contains 8 tables.)