The diagnosis of dyscalculia is determined if a child’s ability to learn math is two years behind chronological age and is not the result of intellectual disability or inadequate instruction. Given the lack of a standardized measurement instrument for dyscalculia, it is reasonable to ask how much of this disorder is diagnosed in speech therapy. The aim of this pilot study was to determine the proportion of diagnosed and suspected cases of dyscalculia in patients involved in speech therapy at the Polyclinic SUVAG Zagreb. In accordance with the aim of the study, it is claimed that there is an increase in the number of children suspected of having the disorder compared to the current number of diagnoses of dyscalculia. More specifically, the study sought to determine whether there is a greater number of children suspected of having the disorder or those with the diagnosis of dyscalculia. The data were collected by a questionnaire created for the purpose of this study and filled by 45 speech therapists working at the Polyclinic. In total, they had 1350 patients included in speech therapy at the time of this study. Analysis of the responses showed that in the total number of patients, only 0.44% of those diagnosed with dyscalculia (F81.2; MKB-10, 1994) were diagnosed, while in 3.48% of patients aged from grade 3 onwards, dyscalculia was still suspected, but not isolated as a diagnostic entity. The results of this pilot study indicate the existence of a higher number of children with undiagnosed dyscalculia (F81.2), although there are clinical indications for this. This indicates the need for additional education to empower speech therapists in making diagnoses and in creating therapeutic procedures.