The purpose of the study was to explore the effects of reality therapy group counseling on locus of control and self-concept of learning for junior high school students with learning disabilities .The research used a quasi-experimental design. Participants were forty-two junior high school students with learning disabilities from Tainan and Kaoshiung. Twenty-one students in the experimental group and twenty-one students were in a control group. The participants in the experimental group attended 5 weekly group counseling sessions for 100 minutes twice a week for a total of10 counseling sessions. Participants in the study completed the Locus of control of junior high school students scale and the Self-concept of learning of junior high school students scalewhich were developed for this study. The surveys were taken at pretest, posttest, and four-week follow-up after the therapy program had ended. A one-way ANCOVA or John-Neymant analysis evaluatedthe effects of experimental treatment. Four significant results were found for those who joined the reality therapy group counseling. First, junior high school students with learning disabilities has an immediate positive effect on the whole locus of control, locus of ＂I can make effort＂ and ＂I can control.＂ Second, junior high school students with learning disabilitieshas an immediate positive effect on the whole self-concept of learning. Third, junior high school students with learning disabilities continuously improves theirself-concept of ＂study-self.＂ Fourth, reality therapy group counseling can be helpful for improving locus of control and self-concept of learning for junior high school students with learning disabilities through WDEP progress. Based on the results, the applications of this study and directions for future researchwere discussed.