Learning disorder as defined by the DSM-V of the American Psychiatric Association is a neurodevelopmental disorder characterized by gross difficulty in the area of academic performance. Being a neurodevelopmental disorder, cognition and associated cognitive functions play a pivotal role in the understanding and diagnosis of learning disorders. The aim of the present study was to deep-dive into the cognitive profile of children with learning disorders to explore the role of cognitive functions contributing to the deficiencies expressed among the children with a learning disorder. Seventy-seven children diagnosed with Specific Learning Disorder were evaluated using the WISC-IV test, to analyse their cognitive profile in reference to 57 non-learning disorder children. A significant difference is found between the two groups, with the evidential indication that the cognitive profile is significantly affected among the children with learning disorders. The study also indicates that the cognitive profile derived from the WISC-IV test is a good indicator in diagnosing learning disorders, and is a good pointer for identifying the specific cognitive function that is affected. The diagnosis of learning disorder stands incomplete if the assessment of cognitive functions is compromised. The WISC –IV helps in targeting specific interventions based on the deficits. The pinpointed cognitive area can be targeted to mitigate the difficulty associated with learning, leading to a good treatment prognosis.