The present investigation was intended to provide information on the type of strategies employed by learning disabled (LD) students on standardized, group-administered achievement test items. Of particular interest was level of strategy effectiveness and possible differences in strategy use between LD and non-disabled students. Students attending resource rooms and regular third grade classes were administered items from reading achievement tests and interviewed individually concerning the strategies each had employed in answering the questions and level of confidence in each answer. Results indicated that (1) LD students were less likely to report use of appropriate strategies on inferential questions, (2) LD students were less likely to attend carefully to specific format demands, and (3) levels of confidence reported by LD students were inappropriately high. (Author)