The purpose of the present study was to construct and normalization the pre-school students' learning disability test. A researcher-made visual-spatial test consists of seven sections (symbolization, space status, visual distinction, visual argumentation, visual memory sequence, maze, and rotational form) its content validity is confirmed by psychology professors and then was performed on a sample of 206 preschool students. The questions were analyzed, and their validity, reliability and cut point were determined. This test has enough reliability. To determine the validity of construct and composing component of the tests, the main component by rotation in Varimax normalized method was used. In analysis of the factors of questions in spatial perception subtest, seven of which were namable. Conformity factor analysis was also used to determine the validity of factors: the conformity factor analysis confirmed that the structure of questionnaire had an acceptable fitness to the data. independent t-test demonstrated that there is a significant difference between average scores of the students with learning disability and normal. To investigate convergent validity, we used the checklist of learning disability that simultaneously was completed by the mothers. The results of Chi-Squared test demonstrated that there is a significant relationship between these two variables, the completed checklist by mothers and completed learning disability test by children.