This study seeks to identify problems related to teaching phonological awareness in English to students with learning disabilities from the point of view of their teachers in Irbid city, Jordan. The study also explored if gender and years of experience of the teacher affect their opinions toward the problems of teaching phonological awareness in English for students with learning disabilities. The study used online questionnaires to gather data from 140 teachers. The results showed that the problems of teaching phonological awareness in the English language for students with learning disabilities were of medium significance. As the problems related to the English language curriculum for students are very important. The problems related to the educational environment for students with learning disabilities were also of great importance. Finally, the problems related to the English language teacher in special education schools in Irbid city were of medium importance. The results also showed that there were no differences in the problems of teaching English for students with learning difficulties from the point of view of their teachers according to the variables of gender and years of experience.