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The purpose of this study was to investigate the views of primary and secondary teachers on the use of new technologies in the teaching of foreign languages to students with special learning disabilities. In particular, the case of the Prefecture of Pella was studied. In order to accomplish this goal, greek and foreign bibliography was reviewed and the necessary definitions, regarding students with special learning difficulties and ICTs were conceptually defined. At the same time, a suitable questionnaire was addressed to primary and secondary education teachers of the Prefecture. Studying the results of the questionnaire and the correlations that were obtained, useful conclusions emerge in combination with the bibliographic review. It was found that ICTs, in education are still at an early stage of development in a broader context, and in particular in foreign language courses, plus the need to further educate teachers on technology is particularly necessary. On the other hand, ICTs have been adopted in the teaching procedure, but not without problems which lie mainly on the equipment that schools can provide. Moreover it is assumed that the use of ICTs in the teaching of foreign languages is basically reinforced by previous experience and by the use of effective teaching tools. Furthermore, more conclusions arise in relation with the problems on education and ICTs in the greek reality and it is also answered how ready teachers are, in facing digital education in their classrooms. Finally it is worth mentioning the conclusion that the greek educational system seems to lack in teaching foreign languages to students with special learning disabilities.