The aim of this study was to analyze the existence of internalizing problems, the perception of school climate and the correlation between school climate and the existence of internalizing problems in adolescents with learning disabilities and their typically developing peers. This quantitative research was designed to investigate whether there is a difference between adolescents with learning disabilities and their typically developing peers in self-assessment of internalizing problems and in the perception of school climate, and to determine the correlation between the perception of school climate and the presence of internalizing problems in these two groups of adolescents. For the data collection, two measuring instruments were used - Croatian questionnaire of the school climate for primary school pupils (HUŠK-U; Velki and Kuterovac Jagodić, 2012) was used to measure the school climate, and Depression Anxiety Stress Scales (DASS-21; Lovibond and Lovibond, 1995) was used to assess the presence of internalizing problems. The research was conducted on a sample of 208 participants (104 students with learning disabilities and 104 typically developing students), aged 12 to 15 years. These are seventh and eighth grade students from 28 primary schools in the City of Zagreb. Descriptive statistics methods and non-parametric statistical methods (Mann - Whitney U test and Spearman's correlation coefficient) were used for the analysis of research data. The results of the research show that on the overall DASS-21 scale there is no statistically significant difference between adolescents with learning disabilities and their typically developing peers in self-assessment of internalizing problems. The same was found for the Depression and Anxiety subscales, while for the Stress subscale a statistically significant difference was found between the two groups of students where adolescents with learning disabilities assess more symptoms of stress than their typically developing peers. The obtained results show that there is no statistically significant difference between adolescents with learning disabilities and their typically developing peers in the perception of school climate. Finally, this research proved a statistically significant positive correlation between the results on the dimension of school climate perceptions and the results on the dimension of internalizing problems in both groups of students. In addition to expanding knowledge about the topic of internalizing problems in adolescents with learning disabilities and their typically developing peers, as well as their correlation with the school climate, the contribution of this research is the creation of scientifically based guidelines for preventive action in schools.