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Background: Depression symptoms are one of the basic pathological features of students with learning disabilities. The goal of the current study is to evaluate the effectiveness of working memory training in depression dimensions of student with learning disabilities. Methods: Using a single subject experimental design with stepwise multiple baselines, 6 students with learning disabilities were selected according to available sampling method. The subjects were received working memory training over 15 sessions. To measure dimensions of depression, the subjects completed children’s depression inventory before the treatment and once every three sessions during the intervention. Findings: The visual inspection of charts, effect size, Cohen, slope and trend change indexes showed that working memory training leads to a reduction in general depression and its concern/sorrow, morale, and low morale/sorrow components in students with learning disabilities, whereas inconsistent effects were obtained in physical development and components of physical symptoms. Conclusion: These findings have important research and applied implications in the field of the role of working memory-related training in the area of depression of students with learning disabilities.