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There is a large number of students with learning disabilities (LD) today in many private higher education institutions in Egypt. It is fair to say that their challenges although have gained some attention from academics and researchers that they are still under-studied. Many of those students also happen to be English language learners (ELLs). This complicates matters even more not just for the student with the learning disability, but for the untrained instructor in the classroom. Research indicates that ELLs with LD are less likely to engage actively in classroom tasks and are more prone to failing. Providing an inclusive and effective educational experience for them poses a challenge for many academics. This necessitates that more awareness is raised in our academic institutions and instructors need to seek professional development that would support their understanding of the needs of ELLs with LD. This paper focuses on differentiating between ELLs who are struggling with language proficiency and ELLs with LD. It also highlights the learning priorities of ELLs with LD and how to leverage their strengths through proactive preparation, inclusive lesson plans, adapted assessment and suitable technology to support their learning process. Finally, this article calls for action on the part of universities to ensure they promote inclusive learning environments and provide learning support that is appropriate and meaningful.