This paper argues why children with Mathematical Learning Disabilities (MLD) do not form a unitary group. Instead, they should be regarded as individuals with unique profiles of strengths and weaknesses that explain their mathematical difficulties. To build this argument, we shortly recapitulate the research on MLD, which has mainly been focused on characterizing the group of children with MLD--as compared to control groups. However, these general characteristics are not applicable to all children with MLD. Furthermore, attempts to define separate, relevant subgroups merely failed. Based on some recent studies, we show how individual profiles of strengths and weaknesses might help in understanding the specific mathematical difficulties of a child. We propose a new multidimensional framework of MLD, in which both strengths and weaknesses are recognized. We argue that both research and practice are in need of further research that takes individual differences into account.