There is a dearth of studies that explore how students with learning disability (LD) cope in school. The purpose of this article, therefore, is to answer this question by reviewing relevant research from a self-determination theoretical frame. Available evidence indicates that students with LD mostly cope more poorly than their peers without disabilities and fall short of being self-determined. Thus, I propose strategies teachers can adopt to instruct students with LD to cope better in school to ensure that they transition successfully into adult life.