The development of executive functions (EF) in bilingual children with a specific learning disorder (SLD) is a growing area of research interest. Our objective is to study the development of EF in Lebanese children with typical development (TD) and presenting SLD, in the primary grades (Grades 2, 3, and 4). Ninety TD and ninety SLD children, in Grade 2, 3, and 4, were recruited in Lebanese public and private schools. Inhibition, working memory (WM), flexibility and planning were evaluated through the following tests: Image matching test, Numbers retention test in backward order, Corsi block tapping test, Opposite Worlds test, Categorization test (Animal Sorting), and LABY 5-12 test. When comparing the two groups of children in terms of inhibition and WM, the statistical tests show significantly that SLD children are more impulsive than TD children and have a lower visuospatial and verbal WM. SLD children are also slower than TD children in the Opposite Worlds test that assesses flexibility. Similarly, the planning capacity is lower in SLD children compared to TD children. All results improved across grades. This work can explain the cognitive components related to learning, for a better management of specific learning disorders.