The purpose of this paper is to review the conceptual issues and classification of nonverbal learning disabilities, its comorbidity with other similar disabilities, and the identification of students with this disabilities. Locating consistent, reliable information about nonverbal learning disabilities is a challenge for special education teacher because it has not yet to be clearly defined and accepted by many educators and other professionals as a distinct disorder. So conceptual issues of nonverbal learning disabilities are presented in this paper. Non-verbal learning disability is believed by some to be a neuro-psychological disability. Although it has been studied for the past 30 years, it has not yet been included as a Diagnostic and Statistic Manual of Mental Disorders, 4th Edition, Text Revision(DSM-IV TR). The diagnostic criteria of non-verbal learning disabilities is introduced, which is suggested by Rourke. The formal diagnosis of non-verbal learning disabilities is generally made according to categories defined by Rourke, but there is enormous variation even among those who match the diagnostic classification to a tee. We have faced various problems to be solved in the future, such as conceptual issues, classification method, developing tests and standard procedure for diagnosing nonverbal learning disabilities.