This study investigates Moroccan primary school teachers’ awareness and perceptions of learning disorders among students in Fez. Using a mixed-methods approach, questionnaires and semi-structured interviews were administered to 60 Arabic teachers of third through sixth grades with 27-33 years of teaching experience across different primary schools. The findings revealed that 75% of teachers lacked scientific knowledge of learning disorders, while 84% were unable to identify affected students in their classrooms. Among the 25% who claimed awareness, their knowledge was superficial and unscientifically grounded, primarily acquired through personal readings rather than professional training. The study confirms a significant gap in both scientific and educational awareness of learning disorders among experienced Moroccan primary school teachers, highlighting the urgent need for systematic professional development and institutional support to improve identification and management of students with learning disorders.