Objective: This study aimed to evaluate the effectiveness of group positive thinking training on improving empathy and social anxiety in male students with learning disabilities. Methods: The method of the present study was a quasi-experimental design with a pretest-posttest and control group. The study’s statistical population included all students aged 13-15 with learning disabilities referred to educational and clinical centers in Karaj in the academic year 2018-19. Forty students were selected from the statistical population by the convenience sampling method. Then each of them was assigned to an experimental group (n=20) and a control group (n=20) through a random sampling method. The research instruments included the La Monica Empathy Questionnaire, Lajersa social anxiety questionnaire, and positive thinking training package. Positive thinking training was provided to the experimental group in 10 sessions, each lasting 75 minutes, but the control group did not receive such training. Research data were analyzed using univariate and multivariate analysis of covariance (MANCOVA). Results: The research analysis results showed that positive thinking training effectively improves empathy and reduces students’ social anxiety with learning disabilities. In the post-test stage, the subjects in the experimental group significantly have better empathy and less social anxiety (P<0.005). Conclusion: According to the results of this study, it is suggested that positive thinking can be used as one of the effective adjunctive therapies in improving empathy and reducing social anxiety in students with learning disabilities.