In this paper a more detailed description will be given about what is motivation, what are learning disabilities with focus on three learning disabilities – dyslexia, dygraphia and dyscalculia and wheather and how is teacher motivation related to teacher ability to work with students with learning disabilities. Within this research thesis a research was conducted to find out how motivation affects a teacher's ability to recognize a student's learning disabilities and how to help students once they find what disabilities they have. In this research 181 teachers from Koprivničko-križevačka, Međimurska and Varaždinska area participated (N=5 male and N=175 female). For the purpose of this research a survey questionnaire was constructed as a measuring instrument. The results showed that most teachers are highly intrinsically motivated to engage in their profession and at the same time they feel more competent to work with students with learning disabilities, while teachers with less work experience are less motivated than teachers with more work experience. The availability of work materials and the availability of professional services at school is not a necessary predictor in identifying specific learning disabilities. Finally, research has shown that intrinsic-humanistic motivation is not associated with the abbility to identify specific learning disorders. Although motivation is not a predicator of identifying specific learning disabilities, it does help teachers to understand more easily the needs of these children and also it motivate theachers to help them to master classrom content.