Since the conceptual confusion surrounding learning disabilities as well as the difficulties in diagnosis and evaluation have left the affected students at a blind spot in education, it is becoming imperative to establish the conceptual and classification systems regarding learning disabilities if we are to ensure that they could get the education they are entitled to. Intended to review previous findings about the concept and classification of learning disabilities and explore the alternatives to the diagnostic criteria as set forth in the current Special Education Promotion Law, this study proposes the following research subjects: A simple schematic explanation of the \'disabilities in learning\' does not fully account for learning disabilities. The concept of learning disabilities must be identified in the respects of universality, peculiarity and relativity. Even in a limited number of countries where learning disabilities are established as a legal category and clarified with regards to the concept and clarification, the practical approaches have been significantly affected by economic and political rationales. Such being the case, the Korean society should produce specific grounds on which it may provide services by making intrinsic approaches to find out what learning disabilities are and what types of learning disabilities exist. Although this study reviews the validity of each probable component and category based on the analysis of previous findings and proposes alternative definitions and classifications, it still remains of paramount importance to conduct positivist studies relevant to this subject so as to establish the concept and classification system of learning disabilities that are customized to the Korean culture and mentality. Key words : Learning disabilities, Discrepancy, Brain Dysfunction, Minimal Brain Dysfunction