Dyscalculia is a specific learning disability that impairs students’ ability to understand numbers, perform arithmetic tasks, and grasp mathematical concepts, often leading to significant challenges in mathematics achievement. This study investigates the impact of dyscalculia on the mathematics performance of special needs students in Sandakan, Sabah. Beyond cognitive difficulties, many students also experience heightened learning anxiety and negative attitudes toward mathematics, which further hinder their motivation and performance. Using a quantitative research design, a structured survey was administered to 120 students from selected schools to examine the relationship between mathematical difficulties, emotional responses, and academic outcomes. The findings aim to provide insights into how dyscalculia influences students’ mathematical learning processes and to highlight the importance of early identification and targeted intervention. The study underscores the need for both specialised instructional support and emotional guidance to foster positive learning experiences. Overall, the results are expected to inform more inclusive teaching practices and contribute to improving educational equity for students with mathematics-related learning disabilities.