Background:- Learning disabilities in school age children are one of the common problems that need the special attention from family, neighbors, social circles and teachers. Teachers are the primary that directly interacts with the kids & find out the child who is having difficulty in learning process. Teachers play a vast role in early diagnosis of student learning issues. Methods: - A Non-experimental Descriptive Research Design & Quantitative Research Approach was used to assess the Learning disabilities .A convenient sampling technique was used to collect the data from elementary school teachers. Data was collected using self structured knowledge questionnaire. The main study data collection was obtained from 500 primary school teachers from 39 selected schools at district Dholpur Rajasthan from 05-12- 20 to 30-3-21. Ethical clearance was obtained from Desh Bhagat University Mandi Gobindgarh Punjab and District Education Officer Elementary Dholpur Rajasthan study was found ethically exempted. Results: - The study result revealed that majority 80% from urban area and 79.39% from rural area had average level of awareness whereas 2.69% of elementary school teachers from urban area and 1.82% from rural area had poor level of awareness. There was no association found between levels of awareness with selected socio-demographic variables. (p<0.05). Conclusion: - 80% of elementary school teachers were having the average levels of awareness about learning disabilities, while comparing with rural & urban school teachers there was no difference found about the level of awareness regarding learning disabilities.. There was no association found between levels of awareness score with selected socio-demographic variables