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The aim of this study is two-fold. First, we want to understand the levels of metacognitive awareness of learning strategies in undergraduates with learning disabilities. Previous research states that recall is the most effective method of studying, but most students prefer to reread their notes or textbook which is ineffective. Second, we want to explore the link between Working Memory and metacognitive awareness of learning strategies in undergraduates with learning disabilities. The learning strategies that college students with and without disabilities is examined, we found that students in both groups preferred the usage of the same strategies equally. The most preferred strategy was rereading notes/textbook, and least preferred was studying in groups. Interestingly, we found no differences between the groups with regards to their: motivation, metacognition, and working memory. Initially, it was found that the group of students with disabilities greatly differed in visual-spatial working memory, however, once we controlled for those who were visually-impaired or had attention deficit hyperactivity disorder (ADHD), the results became non-significant. Gender differences in learning strategies was examined and we found that males preferred the usage of completing practice problems and the usage of mnemonic devices, whereas females preferred highlighting their notes or textbook.