In this survey research, the perceptions of the 3th-6th grade elementary school teachers in Gyeonggi about the effectiveness and frequence of use of instructional strategies for teaching computation and word problem solving to students with learning disabilities (LD). Also, what resources employed by these teachers in order to develop those strategies were examined. Results indicated that teaching strategies using real materials and visualization strategies were perceived to be most effective and used most frequently for students with LD in computation and word problem solving respectively. Teaching strategies using a calculator and technology were perceived to be least effective and were least frequently employed for students with LD in both computation and word problem solving. Results also showed that the teachers were more likely to employ subjective resources such as personal experiences and other teachers' advices than objective resources including books or journals in order to develop teaching strategies for students with LD. Teachers who had more educational experience, were older, and received in service training of teaching math to students with LD tended to employ more various strategies for teaching computation or word problem solving to students with LD. The four educational implications were provided based on the results.