This study investigated elementary school special education teachers’ experience and opinion related to students with learning disabilities(LD), in order to provide basic idea searching for policy supporting the missing students with LD. For this, 18 special teachers participated focus group interview(FGI) and member check was done through constant supplementary telephone interview. For triangulation, the interviewed data, teachers’ submitting memo, researcher’s note, and official document of the Seoul Metropolitan Office of Education were compared, and through peer review findings were confirmed. As a result, 5 themes(low prevalence; diagnosis and identification issue; who are LD?; keep the terminology, LD; and education and support) and 13 sub-themes were emerged.: 1) very few teachers met LD, 2) diagnostic criteria of LD defined by Ministry of Education(2010) should be maintained, but the restrictions must be modified, 3) it is impossible to teach students with learning difficulties, because students with LD and learning difficulties are very different group, 4) current terminology, LD must be maintained. and 5) general education takes charge underachievers, and special education teaches only students with LD, moreover it is necessary to reduce the number of students per special education class, have more special classes, and activate teachers’ training and case study. Finally, the implications for applications and future research were discussed.