This research aims to analyze ways of understanding of students with mathematics learning disabilities when learning fraction. The research was conducted in an Inclusive Junior High School in the West Java Province, Indonesia. This study is qualitative, with the single-case (holistic) designs. The case will focus on three students who suspected of having mathematics learning disabilities when they learn fraction. The data were collected through student tests, observations, document and media analysis, and teacher interview. The data analysis was conducted using interpretational analysis. The results showed that students with mathematics learning disabilities performed two mental acts with corresponding ways of understanding and ways of thinking; those are interpreting and problem-solving. The other interesting findings were: (1) students know the common denominator method in the addition of fractions; however, they incorrectly apply the method; (2) Surprisingly, students used the common denominator approach in the multiplication of fraction; (3) in the division of fraction, students mistakenly apply the invert multiply algorithm.