Objective: The present study examined the relationship between the four Stroop Test scores and diagnoses of three major Learning Disorders of Math, Reading, and Writing. Method: Participants consisted of 407 children from a mixed clinical sample who were between the ages of 6 to 17 years (M = 9.760, SD = 3.130). Males composed 65% of the sample. Measures included the Stroop Color, Stroop Word, Stroop Color/Word, and Stroop Interference raw scores on the Stroop Test within the LNNB. Results: To evaluate the independent predictive value of scores on the Stroop Test on the determination of three Learning Disorder diagnoses, a Pearson Correlation with 2-tailed significance was used. Stroop Word raw score was significantly correlated with the diagnosis of a Reading Disorder at the .01 level with a correlation coefficient of −0.142. Conclusion(s): From these results, Stroop Word scores had the strongest correlation with diagnosis of a Learning Disorder of Reading. This study elucidates the issue of automaticity/speed that may be lacking in individuals with Reading Disorders. Due to the association between the test and diagnosis, the Stroop may be helpful in identifying an individual's learning disability in reading.