IJCSNS International Journal of Computer Science and Network Security, VOL.22 No.4, April 2022 254 Manuscript received April 5, 2022 Manuscript revised April 20, 2022 https://doi.org/10.22937/IJCSNS.2022.22.4.32 Teachers’ Perspectives on Obstacles Facing Gifted Students with Learning Disabilities in Saudi Arabia Nawal Alsharif † and Hawazen Alasiri 2†† , Umm Al-Qura University, College of Education, Saudi Arabia Summary The purpose of this study was to identify the obstacles facing gifted students with learning disabilities (GSLDs) from the point of view of their teachers in the Makkah region and to find suggested solutions to overcome these obstacles. The study covered Makkah, Jeddah and Taif and used semi-structured interviews which included open-ended questions. The study findings indicated that there were several educational obstacles including the absence of adapted courses or specialized teachers for GSLDs category and the insufficient time for the students to express their talents. According to the findings, there were also societal obstacles including the society's failure to expect the presence of talents along with disabilities, or its denial or rejection of their talents in addition to ridiculing them. The findings also confirmed the existence of administrative obstacles including the lack of community partnership. There were also family obstacles such as the family's lack of encouragement for the students, and ignorance of the nature of GSLDs. The study came up with a number of solutions and proposals related to awareness, educational institutions, education and competitions for talented people with learning disabilities. Keywords: . Obstacles Facing, Learning Disabilities, Gifted Students  1. Introduction Since its inception, the field of special education has called for more attention to students with special needs and consideration of the individual differences among students while striving to present the best educational services for them and elicit their best abilities and capabilities (Al- Shammari and Al-Rabea’an, 2019). Al-Khatib and Al- Hadidi (2012) and Al-Shammari and Al-Rabea’an (2019) mentioned that recent changes in the field of special education have increased interest. Interest in the special education category has increased, and students categorized with learning disabilities (LDs) and gifted students are considered special education categories; they must be provided with all necessary services (Al-Samiri et al., 2019). In the same context, services, and programs for gifted students with learning disabilities (GSLDs) are insufficient—they are the least fortunate among all students because they are twice- exceptional, which means they fit into two special education categories (Al-Shammari and Al-Rabea’an, 2019). Perrs (2015) mentioned that GSLDs are among the most misunderstood and neglected categories by teachers in schools, as they neglect the aspect of talent and focus on their shortcomings, which are LDs. Those students are excluded from the gifted category because of the shortcomings and difficulties they suffer from, so teachers are not focused on them, which makes them suffer from low self-confidence and low motivation to learn (Abdul Maksoud, 2014). Many teachers are ignorant of the characteristics of GSLDs, which confirms the need for teachers to know the characteristics of GSLDs so that they can distinguish them and present to them the help and provide the educational process according to their needs to avoid them experiencing educational problems that are obstacles to their goals (Gaber, 2012). In view of the lack of attention to GSLDs, the lack of programs and services presented to them in school, and the teachers’ lack of knowledge of the characteristics and problems of GSLDs, the efforts that have been made in the field are considered insufficient, do not meet their needs, and impede their growth, preparations, and adaptation. Therefore, it is our duty to identify the obstacles and problems facing GSLDs to shed light on and control them, to improve services, and to adapt to the environment that helps them invest their energies to the maximum extent possible. This research seeks to identify the educational, societal, administrative, and family obstacles facing female GSLDs from the point of view of their teachers in Makkah, Saudi Arabia, and to find suggested solutions to overcome those obstacles.