Learning disability is a neurological condition which affects the brain's ability to send, receive, and process information. A child with a learning disability may have difficulties in reading, writing, speaking, listening, understanding mathematical concepts, and with general comprehension. Objective: To identify the effect of visual sequencing activities to improve academic performance in children with learning disability. Study Design: The study is quantitative research with quasi-experimental design. Methods: Thirty (30) subjects were selected based on the selection criteria. 15 subjects werein control group and 15 subjects in experimental group. The control group underwent conventional occupational Therapy. The experimental group underwent visual sequencing interventions. Intervention was done for 3 Days in a week, 4 months,. The pre-test and post-test was assessed by academic performance rating scale. The Mann Whitney U test and Wilcoxon test were used to analyse the data. Results: Children analysed in experimental group were n=15 and control group were n=15. The results showed a statistically significantly difference between the groups for Academic Performance Rating Scale with mean score of 36.8 in control group and with mean score of 59.2 in experimental group (P=0.0000, Z=-4.6455; CI value23 to 68). Statistical analysis showed significant changes in experimental group after receiving visual sequencing activity training. Conclusions: The results suggest that the visual sequencing activities can be used as an effective intervention to improve the academic performance in children with learning disability.