In this chapter, I use the developmental bioecological model of peer relationships in children and adolescents with neurodevelopmental disorders described in Chap. 9 as a framework for my review of research on peer relationships in children and adolescents with learning disabilities (LD). I begin and conclude the chapter by discussing the evolving definitions of learning disabilities and how I conceptualize LD, because the way LD is defined in the research may influence the conclusions that can be made. The research I reviewed clearly shows that youth with LD are less accepted by their classmates, have fewer stable, mutual, high-quality friendships, and are more likely to be victims of bullying than their neurotypical peers. Although LD youth have been found to face challenges with social communication and social perspective-taking, it is unclear whether these difficulties predict their relationships with peers. There is considerable evidence, however, that co-occurring attention-deficit/hyperactivity disorder (ADHD) symptoms are a risk factor for peer rejection and being a perpetrator and victim of bullying among children with LD. Although the evidence is inconclusive due to methodological problems in the research, inclusion in general education classrooms appears to be a protective factor. Social skills training interventions are associated with improvements in social skills. However, it remains unclear whether these changes are associated with improvements in peer relationships.