This study investigated the type of language impairments found and the degree to which these impairments were being identified in a learning-disabled population in a middle school suburban setting, by use of the Fullerton Language Test for Adolescents, Revised. Subjects were categorized as language learning impaired (N=8 and mean age of 13 years) or non-language learning disabled (N=22 and mean age 13 years). No significant differences were found between the language learning-disabled and non-language learning-disabled groups in their performance on the diagnostic oral language test, suggesting that many learning-disabled students have unidentified language-based problems and are not receiving needed services from a speech-language pathologist. The data also suggest the need for language to become a primary curricular concern for teachers of the learning disabled. (Includes 25 references.) (DB)