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This study aimed at comparing hope, academic achievement motivation, and academic self-concept among students with and without learning disabilities. To this end, a causal-comparative research method was used. All the fifth and sixth grade elementary students with learning disabilities referred to Miyaneh Learning Disabilities Center and all the fifth and sixth grade elementary students without learning disabilities in Miyaneh city in the academic year 2016-2017 constituted the population of this study. From among this population, 40 students with learning disabilities and 40 students without learning disabilities were selected as the sample through simple random sampling. Hope Scale (Snyder), Academic Achievement Motivation Scale (Harter), and Academic Self-concept Questionnaire (Mendaglio & Pyryt) were employed for data collection. The data were analyzed using multivariate analysis of variance (MANOVA). The results showed that the school students with learning disabilities had significantly lower levels of hope, academic achievement motivation, and academic self-concept than the ones without learning disabilities. The low levels of hope, academic achievement motivation, and academic self-concept among students with learning disabilities may have undesirable psychological, behavioral, and academic consequences; therefore, it appears necessary to conduct psychological intervention and instructional strategies to enhance the degree of hope, academic achievement motivation, and academic self-concept in these students.