The extent to which three groups of learning disabled (LD) adolescents differed in language was examined. Ss were 30 LD students enrolled in secondary special classes, 30 LD students in secondary special classes, and 30 LD students integrated in regular secondary classes who received additional support beyond that ordinarily provided in regular classes through learning resource centers. Analysis of scores on the Test of Adolescent Language revealed significant differences among the language means of the three groups. Ss in special classes scored lower than the other two groups, despite being older and receiving special assistance in language development. (CL)