This study aimed to identify the reality of diagnosing learning disabilities among students with hearing impairments from the point of view of their teachers. The descriptive survey method was used. The study sample included (152) male and female teachers from deaf schools in Saudi Arabia. The results of the study showed that the level of reality of diagnosing learning disabilities among students with hearing impairments from their teachers' point of view was moderate, and no statistically significant differences were attributable to the gender variable. Statistically, significant differences were attributed to the occupation variable in favor of the teacher of deaf students, the differences in the diagnostic methods used in favor of the specialist diagnosing deaf and hard-of-hearing students, and the differences in the diagnostic scales used were in favor of the teacher of deaf students. and found no differences due to years of experience. There were statistically significant differences in the reality of diagnosing learning disabilities among students with hearing impairment due to the educational qualification in favor of a Bachelor's in Special Education, but there were no differences attributable to the educational qualification variable. and statistically significant differences in the reality of diagnosing learning disabilities among students with hearing impairments attributable to the type of institution to which the teacher belongs, in favor of teachers affiliated with a public school or institute, and no differences in (the reality of diagnosing learning disabilities among deaf and hard-of-hearing students, and the diagnostic measures used) due to the type of institution to which he belongs. The study recommends training teachers to use multiple scales for diagnosing learning disabilities in categories of hearing impairment and conducting studies related to diagnosing deaf people with learning disabilities.