Learning disability is a term used to describe the difficulty in such skills as writing, reading, arithmetic operation, speaking, and reasoning and this problem is widespread worldwide and observed usually in school years. The most commonly encountered learning disabilities in the literature could be stated as Dyslexia, dysgraphia, and dyscalculia. On the other hand, the number of projects on dyslexia, dysgraphia, dyscalculia, and learning disabilities is only 80 among about 15 thousands projects supported by the Erasmus+ program between 2014 and 2018. For this reason, it could be argued that the projects on learning disabilities are quite limited. The report by the World Health Organization reported that the number of educators is inadequate to meet the educational needs of the students with learning disabilities. Considering that reading and writing skills are developed in the first year of primary schools, it is particularly expected that primary school teachers are likely to encounter with students with learning disabilities compared with the teachers from other fields. Therefore, the most significant actors in recognizing these students are primary school teachers. Whereas, it is highly required to early diagnose learning disabilities and use coping strategies, accordingly, to properly support these students. It is a requisite to design and evaluate materials for them to have special education possibilities. Thus, pre-service teachers need pedagogical support for learning disabilities.Considering technological developments and its effects on education, the selection of appropriate supportive technologies would improve these students’ motivation and life quality. Therefore, pre-service teachers need technical and pedagogical support to provide their students with learning disabilities with effective learning environments.The main goal of this project is to support pre-service teachers about what learning disabilities are and what kind of learning environment they should provide the students with learning disabilities. Based on this main aim, it is firstly aimed to improve pre-service teachers’ knowledge and skills as well as awareness about learning disabilities. It is also aimed to inform pre-service teachers about the learning environments they could provide students with learning disabilities and to show how to use technology in these environments. Besides, it is aimed to support pre-service teachers’ experience with the technological tools that they need during the design and development of the learning environments. There are differences in the teacher training programs of the countries and educational possibilities offered to the students with learning disabilities. There is a need for this type of international project with the partners to transfer and disseminate exemplary practices.The pre-service teachers, who are the primary target group within the scope of the project, will be at the forefront both in the pilot study and in the dissemination process. In addition, teacher trainers, who are the target audience within the scope of LTTA, are also important for the project in the dissemination process.A handbook and an e-learning platform will be developed for the project to achieve its goals. During the development of these outputs, both qualitative and quantitative methodologies will be used to evaluate the outputs. And also, according to the results of these evaluations, academic publications will be prepared to contribute to the literature and to disseminate project results. It is aimed that teacher trainers integrate the outputs produced within the scope of the project into their own lessons and thus reach a wider application area. The main expected effect is to overcome the lack of knowledge of pre-service primary school teachers about learning disabilities. In addition, the development of pedagogical and technological knowledge about how to enrich the learning environment for individuals with learning disabilities is another expected impact. Besides, similar effects are expected in the long term in teachers and teacher trainers. Thus, this project will also contribute to the early diagnosis of individuals with learning disabilities.