Stereotype threat is a situational threat that occurs when an individual is confronted with a task in which a negative stereotype about one’s group is applicable. This threat creates a state in which the individual is at-risk of confirming a negative stereotype and consequently, results in a reduction of performance. Previous research indicated that stereotype threat results in reduced performance among African Americans in the area of intelligence, women in the domain of mathematics, the elderly in the area of memory, and wide variety of other groups across multiple domains. However, there remains an important gap in the current literature regarding the impact of stereotype threat on children diagnosed with learning disabilities. The literature on stereotype threat forms the theoretical foundation for the study. The differences in children diagnosed with learning disabilities’ performance on a cognitive task under high stereotype threat and reduced stereotype threat were examined in this study. A between-subject experimental design was used. Participants were 38 male and female children diagnosed with learning disabilities ranging from 3^rd grade through high school from a local special education private school. Analysis of Covariance comparing the effects of high stereotype threat to reduced stereotype threat on Shipley-2 cognitive testing performances revealed no statistically significant differences when controlling for previous IQ scores. The results of this study offer potential positive social change through challenging assumptions inherent in state and federal mandates, such as the No Child Left Behind Act of 2001, and providing a foundation to build future research aiming to help widen the scope of educational interventions to address the larger social barriers underlying children diagnosed with learning disabilities’ academic underachievement.