The purpose of this study is to investigate the effect of using the Multi-Sensory Approach for teaching students with learning disabilities on the sixth grade students' achievement in mathematics at Jordanian public schools. To achieve the purpose of the study, a pre/post-test was constructed to measure students' achievement in mathematics. The test consisted of twenty items on mathematics. The sample of the study comprised (117) sixth grade students in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education and was distributed into four sections, which were selected purposefully. The sample of the study was divided into four groups (two experimental and two control groups). The experimental group was taught using multi-sensory approach while the control group was taught using the current approach. The sample of the study was (62) students in the experimental group and (55) students in the control group. Those groups were distributed into four purposefully selected sections in Ruqaya bent Al Rasoul School for girls and Fatima bent el Yaman school for girls in Irbid the first directorate of Education. Descriptive statistical analyses were used (Means and Standard Deviation) for the pre and post-tests of students' mathematics test to experimental and control groups. The findings of the study indicated that there were statistically significant differences in the post- test between the control and the experimental groups in favor of the experimental group. The researcher proposed some recommendations to enhance the importance of parental involvement on students' achievement in English language such as conducting further studies on other populations and for a longer time. (Contains 3 tables and 2 diagrams.)