The current scoping review synthesizes the literature on interventions targeting anxiety in individuals with a learning disability (LD). Specifically, the review identifies types of interventions, outcomes, and barriers to or facilitators of implementation of interventions by school staff. The available literature was analyzed using a descriptive numerical and qualitative thematic analysis. A total of 22 peer-reviewed articles comprising 21 studies were included. Three types of interventions based on focus, goals, and intervention methodology were identified: therapeutic, academic, and combined approaches. Four intervention outcomes emerged: a decrease in anxiety, improvements in learning and academic performance, positive changes in self-perception, and increased social skills. Barriers and facilitators to successful intervention implementation included components that contributed to the outcome (e.g. individualizing intervention or having key stakeholders involved). Overall, however, studies lacked details regarding implementation of interventions, outside of the research context.