The purpose of this study was to better understand how students with learning disabilities, including those who struggle specifically with mathematics, engage with fraction computation. In particular, we examined error patterns, the influence of like and unlike denominators on these patterns, and correct solution methods. Although skill-related errors existed, we found that the majority of errors were systematic, indicating predictable difficulties with fraction algorithms. Error patterns changed with like and unlike denominators, particularly for addition and division. All students correctly solved multiplication problems in the same way, but a variety of solution methods were found for some addition, subtraction, and division problems. Implications for research and practice are discussed.