In recent decades western psychology has conceptualized learning disabilities (LD) in terms of deficits and related ‘social emotional issues’ as insecurity, low self-esteem and social isolation that can be rehabilitated through combined remedial teaching and psychological intervention. Consequently, most research regarding college students with LD tend to characterize these students in terms of problems they encounter or deficits they exhibit. Such research does not paint a rich portrait of the students with LD as learners. In contrast, research in a variety of disciplines which draws on narrative approach provides an alternative. Stories allow researchers to hear learning disabled student's complicated lives without the restrictions implicit in assigning a quick diagnosis and labeling, generating a genuine sense of caring between researcher and participant. The inquiring into the problem-saturated story and its effects on the college students with LD, and constructing the alternative story will help invite them to see themselves from a different perspective, to notice how they constructed, to notice their limits, and to discover that there are other possible narratives.