The present study investigated the differences in multiple facets of self-concept for students with and without learning disabilities (LD) in different educational placements. The sample included 153 students with LD in regular classes, 368 students with LD in special schools and 797 students without LD. The results indicate that students with LD in regular classes obtain significantly lower academic self-concept scores than their classmates without LD and those students with LD in special schools. There were no significant differences between the groups regarding global selfesteem, physical appearance and the social self-concept facets parent relations and classmate relations. Regardless of the educational setting, students with LD had a higher self-concept of teacher relations. In addition, we examined the general and the school well-being of students with and without LD using mixed-methods.