Two studies explored characteristics of the Franco-American and nonFranco-American learning disabled college student. The first study involving 200 learning disabled college students had four objectives--explore the appropriateness of a self referral model to identify the college learning disabled student, explore the predominant characteristics of the self referred learning disabled undergraduate student, examine the degree to which existing programs at a university can meet the learning needs of these students, and determine the degree of need for additional remedial programs to deal with learning disabled college students. Among findings were that students' major weaknesses occurred in such areas as visual memory, deductive reasoning, and reading comprehension. A second study involving 10 Franco-American college students examined student characteristics, perceived academic problems, perceived social/emotional well being, and perceived family characteristics and relationships. Students were evaluated, informed of their strengths and weaknesses, counseled, and tutored. Results indicated that the characteristics of the Franco-American learning disabled student are very similar to the characteristics of the nonFranco-American learning disabled student; all 10 Franco-Americans perceived continuous antagonism, hostility, frustration, and/or indifference on the part of their university instructors to themselves as Franco-Americans; and all 10 Franco-Americans were under observable stressful conditions during a majority of their evaluation sessions. (SB)