This article assimilates and critically reviews 10 reports between 1960 and 1980 in which hypnosis was used with non-retarded children, aged 6 to 17, who had learning problems. Studies are reviewed in terms of the major deficit focused on by the researchers, i.e., reading deficits, self-concept and academic achievement, academic behavior problems, and number reversals. Conclusions from the studies are emphasized, particularly the small number of investigations and the diversity of methodologies that create problems in drawing empirical conclusions that would generalize or withstand experimental replication. Methodological problems of the studies are discussed, focusing on control groups, random assignment of subjects, inadequate control of attentional and expectational factors, assessment of subject hypnotizability, and inadequate or nonexistant followup. This review notes that, in spite of these problems, hypnosis can facilitate improvement in reading ability, number reversal problems, and academic behavior problems. Results are discussed, suggesting that hypnosis may facilitate learning by reducing anxiety, increasing relaxation, improving concentration, and enhancing self-concept. Recommendations for future research efforts are also made. (Author/NRB)