Difficulties of inattention, hyperactivity and impulsivity frequently cooccur with learning disabilities (LD) in childhood (Riccio et al., 1994; Silver, 2004), and are associated with increased risk for maladaptive academic and social-emotional outcomes (Morrison & Cosden, 1997; Bender, 2008). The present study endeavored to further our understanding of protective factors for children with LD who have co-occurring ADHD symptoms by examining the moderating role of the student-teacher relationship. Data was collected from teachers of students with LD who presented with ADHD symptoms in nine public schools. The sample included 81 students: 54 boys and 27 girls (Age: M[subscript boys] = 12.0 (1.14) M[subscript girls] = 11.7 (1.20), M[subscript total] = 11.9(1.16); Grade: M[subscript boys] = 6.7 (1.12), M[subscript girls] = 6.5(1.19), M[subscript total] = 6.7(1.15)) and 79.5% were native English speakers. Step-wise regression analyses were performed to assess the moderating role of student-teacher closeness in the relationship between symptoms of ADHD and both academic and socioemotional resilience factors. Results supported that a close student-teacher relationship diminishes the negative associations between symptoms of ADHD and various academic and socioemotional markers, suggesting that students with LD are more resilient when they have a close relationship with their teachers. These findings are discussed in relation to existing literature and demonstrate the importance of promoting positive student-teacher relationships for students with LD.