Purpose: The aim of this study was to investigate the effect of learning environment on the academic achievement of slow learner students in tehran. Methodology: This study was a quasi-experimental with a pretest-posttest design with a control group. The statistical population of the present study consisted of all slow learner male and female students in District 5 of Tehran in the academic year of 2018-19. To select a research sample randomly from all exceptional schools in District 5 of Tehran, a boys 'school and a girls' school were selected and then among the fifth grade male and female students using the targeted sampling method, 30 eligible volunteer students were selected. In two groups, experiments (15 people) and control (15 people) were replaced as research samples. The training program to intervene in designing a learning environment for late learners was conducted in 17 sessions of 45 to 60 minutes for the experimental group. Grade, math, science, geography, and spelling have been used to gather information. Descriptive statistics and covariance analysis tests were used to analyze the data using Spss23 software at a significance level of 0.05. Results: According to the results of academic achievement, there was a significant statistical difference in experimental and control groups between late-learning students in science, mathematics, geography and spelling lessons before and after the intervention (p <0.001). Conclusion: Designing learning environments is effective in the development of four subjects of science, mathematics, geography and spelling of late learners.
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