This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and t.test were employed for data analysis. Findings from this study indicated the effectiveness of time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. On the basis of the findings, the study advocated for the effectiveness of time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy.