The factorial structure of intellectual functioning and adaptive behavior was examined in 160 learning disabled students (6 to 16 years old). Ss were administered the Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Coping Inventory (CI). Factor analysis of WISC-R scores revealed three factors: verbal comprehenson, perceptual organization, and freedom from distractibility. Factor analysis of the CI scores revealed only one factor. Correlation analysis of scaled scores from both tests revealed no significant amount of relationship. Findings suggested that for this population, intellectual functioning (as measured by the WISC-R) and adaptive behavior (as measured by the CI) are not significantly interrelated. Possible explanations for lack of relatedness between the two measures include differences between norm referenced and criterion referenced tests. Implications for use of norm or criterion referenced measures are made. (CL)