The problem solving strategies of 17 learning disabled (LD) and 17 non LD boys at the upper elementary level were compared across four multiple discrimination tasks listing a split plot analysis of variance design. Ss were randomly assigned to one of two conditions in which feedback stimuli were either removed or maintained. Ss' performances on four ordered tasks were measured in terms of number of trials, time per trial, errors, and strategy score. LD Ss required significantly more time per trial across tasks and, in general, used less efficient problem solving strategies than non LD Ss. Results suggested that LD Ss do not acquire problem solving skills by the expected chronological age, and may therfore need special training programs to develop them. (Author)