The current study aimed to improve the academic achievement and reduce the learning helplessness of preparatory stage students with learning disabilities in social studies, using the Constructivist Strategy. To achieve this goal, the researcher used an experimental method, with a sample size of 20 students from the first preparatory grade, ranging in age from 11 to 13 years old, and divided into two groups: an experimental group of 10 students who were taught using the Constructivist Strategy, and a control group of 10 students who were taught using traditional methods. The researcher administered the Raven Progressive Matrices Test (Standardized by Emad Hassan, 2016), the Neurological Screening Test (Translated by Abdelwahab Kamel, 2007), the Learning Helplessness Scale (Developed by Reda El-Hosseiny and Alzahraa Mohamed), and the Academic Achievement Test (Developed by Reda El-Hosseiny and Alzahraa Mohamed). Additionally, the researcher utilized the Teacher's Guide for Teaching Social Studies according to the Constructivist Strategy (Developed by Reda El-Hosseiny and Alzahraa Mohamed) and applied it to the experimental group. The results showed the effectiveness of the Constructivist Strategy in improving academic achievement and reducing learning helplessness in the targeted sample. Keywords: preparatory stage puplis with learning disabilities - learned helpessness - academic achievement – constructivist strategy.