Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers' perspectives. A 31-item questionnaire that addressed four subscales was designed, and the study sample consisted of 103 resource room teachers of children with SLD from various inclusion schools in Al-Zarqa city in Jordan. The results revealed that the main problem was related to lack of premeditation, followed by lack of perseverance and urgency. The results also indicated that there were statistically significant differences only for the Lack of Perseverance subscale, with regard to level of disability, whereas there were no differences attributed to teacher gender, child gender, and age. Based on these findings, implications and recommendations are discussed.