The issue of slow learners has remained a concern for educators due to the burdens on school systems and the social and academic consequences to the learners themselves. An understanding of learning behaviours and cognitive characteristics of slow learners together with their social and educational environment facilitates appropriate intervention strategies. This paper reports part of the findings from a three-year study conducted to identify and support slow learners in learning mathematics at primary schools in Vietnam. Findings indicate both home- and school-based barriers to the academic success of slow-learning students, which highlights the need for individualised support and tailored teaching.