This study aimed to explore the impact of learning styles-based education on fostering self-regulatory skills in elementary students with special needs (dyslexia, autism spectrum disorder, and learning disabilities). Employing a qualitative phenomenological approach, data were collected through semi-structured interviews, participant observations, and field notes from 12 students in public schools in Pardanjan. An 8-week educational program tailored to learning styles (e.g., visual and kinesthetic activities) was implemented, and data were analyzed using thematic analysis. Findings revealed three main themes: increased motivation in learning, improved self-regulatory skills (e.g., time management and focus), and challenges in adapting to learning styles (e.g., initial difficulties and need for additional support). The results suggest that learning styles-based education can enhance motivation and self-regulation in these students, though its effectiveness depends on factors such as the severity of special needs and teacher support. This study contributes to the literature on special education and highlights the importance of tailored educational interventions. Future research should investigate the long-term effects of this approach.