The paper examines educational issues of older learning disabled (LD) students in Canada in light of responses by 165 principals. Among findings were that 71% of the secondary and 87% of the elementary schools had LD programs; that 70% of the secondary and 55% of the elementary schools did not have inservice programs to acquaint teachers with LD needs; that the most important diagnostic variables were written language skills at the secondary level and oral language skills at the elementary level; that nearly half of both groups agreed that the definition of LD was a major concern; that both groups doubted the adequacy of special teachers and consultants in their schools; and that secondary principals were nearly unanimous in agreeing that basic vocational skills are more central than maximum mainstreaming in LD programs. (CL)