This paper proposes that mild learning disability may often be more the result of teaching which ignores individual differences in learning style than the result of psychological processing and/or central nervous system disorders that are characteristic of true learning disabilities. A brief overview of learning disability identification explains the characteristics which distinguish a learning disability from other learning difficulties. These characteristics are then discussed in the context of the similarities in the definitions of learning disability and learning style. Teaching to match individual learning styles is seen to be one way of providing appropriate instruction as long as teachers are aware of the fallibility of many learning style instruments and remain flexible to changes in students over time. Such a reconceptualization from identifying psychological process disorders to honoring learning styles is seen as a positive and empowering change in how students are viewed. (Contains 49 references.) (DB)