Saudi Arabia has officially recognized learning disabilities as a new category of disability since 1996. The Saudi government has since developed policies to meet the needs of students with learning disabilities in the least restrictive environments. With the growing population of these students in Saudi schools, this search is thus focused on determining a means of identifying students with learning disabilities and providing them with appropriate services. School practices, which refer to the discrepancy between intelligence quotient and academic achievement, are still used for identifying learning disabilities and making eligibility decisions for special education services in resource rooms. This article examines the discrepancy model and suggests the usage of the response to intervention approach as an alternative model. Additionally, the article suggests the use of a multifaceted approach for identifying and supporting students with learning disabilities. Recommendations regarding investment in data, use of evidence-based practices, and monitoring of the progress of students with learning disabilities are provided. The recommendations underscore the need to create procedural guidelines to identify students with learning disabilities, offer relevant professional development programs, and improve the accountability of the education system.