<p>Understanding geometric concepts is an important factor for coping with everyday life. This is also important for students with learning difficulties (LD)—students with significant and persistent difficulties in several school subjects, yet little is known about the understanding of geometric concepts of students with LD: The few previous studies have focused on their overall mathematical performance (usually looking at their products). This study focuses on the identification of triangles—an essential activity with respect to students’ understanding of geometric concepts. The aim of this study is to investigate if fifth grade students with LD (<i>n</i> = 20) differ from students without LD (<i>n</i> = 165) in the identification of triangles. We analyzed students’ error rates and use of strategies using eye tracking. We found that for representatives of triangles, students with LD used quick strategies, that is, strategies involving only few gazes, more often than students without LD and tended to make fewer errors. For non-representatives, however, we found that students with LD tended to use analytic strategies through attending to more parts of the shapes more often than students without LD but made more errors. The results indicate that students with LD differed from students without LD in the identification of triangles, and that students with LD not only have difficulties in mathematics, but also show certain strengths in geometry. However, the results also indicate that educators need to support students, especially with LD, in attending to critical attributes of triangles.</p>