Children with learning disabilities (LDs) are often targets of peer bullying. Studies have confirmed the distress associated with victimisation impairs academic performance. Research has also shown that boys experience victimisation differently than girls. This study examined whether students with LDs were more likely to be victimised, whether there was a gender difference in victimisation, and how students were victimised. Hong Kong children participated (162 with and 162 without LDs). Results indicated that students with LDs experienced increased levels of victimisation, and boys compared to girls with LDs sustained more physical victimisation. Academic performance did not significantly mediate the relationship between LDs and victimisation. Prevention and intervention strategies are discussed for this population.