The purpose of this study was to analyze how the metacognitive style of students with learning disabilities would be different with those of their normal peers.. To obtain the research purpose, there were three research questions:First, how could the metacognitive style be composed? Second, if then, how would the metacognitive styles of elementary students with learning disabilities differ from the their normal peers? Third, are there differences between grades among subjects? To obtain these goals, the researcher developed a Metacognitive Style Inventory based upon reviewing the literature on metacognitive theory and practices. The Inventory was analyzed by the Varimax with Kaiser Normalization Method in terms of factor analysis, and verified that it shows very high Cronbach Coefficient Alpha that is .92. The subjects included 74 general students in 6th grade and 17 students with learning disabilities in 4th, 5th, and 6th grade. The data was avalyzed by ANOVA and t-verification The research results showed that the metacognitive style would be composed with metacognitive knowledge, metacognitive skills, metacognitive experience, monitoring, and self-regulation in terms of meeting the first research goal. Second, the students with learning disabilities showed lower mean scores than those of their normal peers in terms of metacognitive knowledge, metacognitive experience, monitoring, and self-regulation (p.>05). Third, there were no differences among grades of students. Finally, the researcher discussed the results with regarding to previous studies and implied some educational thoughts.