This study aimed to identify the Level of Using the Discover, Read, Answer, Writ Strategy by Learning Disabilities Teachers to Solving Multiplication problems for Students with Mathematics Learning Disabilities, level of applying this strategy and barriers which hinder the application of Using the Discover, Read, Answer, Writ Strategy. The study used a descriptive survey method and sample of the study consisted of (227) teachers in public schools in Riyadh. A questionnaire developed by the researcher was used for as an instrument for data collection. The findings indicated that teachers have a medium level of knowledge about Discover, Read, Answer, Write strategy. Results also revealed that level of applying Discover, Read, Answer, Write strategy in solving multiplication problems with students who have learning Disabilities in mathematics was weak. Results confirmed that level of barriers that hider applying Discover, Read, Answer, Write strategy in solving multiplication problems with students who have learning Disabilities in mathematics was high.The most prominent of these obstacles was (lack of clear understanding of the Discover, Read, Answer, Write strategy, The student's unwillingness to apply the strategy: Find out, read, answer, write. In light of these results, the study recommended (granting material and moral incentives to teachers to encourage them to implement the Discover, Read, Answer, Write strategy, holding training courses for teachers to increase their level of awareness in applying the Discover, Read, Answer, Write strategy, Encouraging students and motivating them to raise their level of desire towards applying the strateg Discover, Read, Answer,