Family background is defined in this study as the parents' educational level, age group, and socioeconomic status, which influences the development of social skills in children with learning disabilities in Abuja, Nigeria. These factors may also be related to the physical, intellectual, and emotional well-being of these children. The study looked into the effects of parents' background on how their children with learning disabilities develop their social skills. Four research questions and four hypotheses were developed for the study and tested for significance at the 0.05 level. Cross-sectional and correlational designs were both used in the study. Using the Krejcie and Morgan sample size formula, a sample size of 314 were generated from the population of this study, which was 2007 overall. The Social Skills Development Questionnaire (SSDQ) was applied for the study; it has 30 items and a Cronbach Alpha reliability coefficient of 0.719 and 0.978, indicating that it has dependable internal consistency and is appropriate for this investigation. IBM SPSS version 23.0 was used to examine the data that had been gathered. The results showed that 65 (20.7%) children with learning disabilities had low social skills, 159 (50.6%) children had moderate social skills, and 90 (28.7%) children had high social skills. According to this research, the majority of children with learning disabilities had a moderate level of social skill. The findings led to the recommendations, one of which being the requirement for parents of children with learning disabilities, whether they are young or elderly, should always endeavour to create time to support their children's social skill development.