Objective: The aim of this study was the effectiveness of moral intelligence training on correcting attributional failures and promoting resilience in students with learning disabilities (Case study of Hafez School 1). Method: The method used in this quasi-experimental study was pre-test-post-test with a control group. The statistical population included all students with learning disabilities in Bushehr in 1398-1397. The sampling method used in this study was cluster sampling which was selected from all schools in Bushehr, Hafez 1 school. The researcher, in consultation with school administrators as well as the school counselor, identified 30 students with learning disabilities and selected them to participate in the study. Among these people, the researcher randomly replaced these 30 people in two groups of 15 people (control group of 15 people and experimental group of 15 people). Measurement tools for data collection were Seligman et al. (ASQ) and Connor & Diodson (2003) standard resilience questionnaire. For data analysis, SPSS software version (23) was used and data were analyzed in the form of descriptive tests (mean and standard deviation) and related inferential tests (analysis of covariance). Findings: The data showed the fact that moral intelligence training has a significant role in correcting causal failures and on the one hand reduced pessimistic documents and strengthened optimistic documents in individuals. The data also indicated the fact that moral intelligence training has a significant role in strengthening resilience on a general scale and with the exception of the subscales of instinctive trust and spirituality, it has a significant role in improving all its subscales (P <0.001). Conclusion: Based on these findings, it can be said that professionals in various fields, especially school counselors who are faced with students with learning disabilities can use this training program to document the failure documents in it. reduce and strengthen th