While the definition of learning disabilities has been the subject of controversy for decades, the current federal classification system identifies three specific areas of deficit: reading, written language, and mathematics and maintains the presumption that the disabilities are a result of a central nervous system dysfunction. In contrast to the expansive literature base in language arts, research on math disability is far less developed and continues to lack an empirically-based identification of core deficits. The purpose of this article is to review the current research base on math learning disabilities with the related literature in developmental, cognitive, social, and neuro-psychology in order to refine the reader's knowledge of relevant factors in mathematics learning and intervention planning for individual learners.