This dissertation presents the results of a meta-analysis of the empirical literature on delinquent behavior among children with learning disabilities in comparison to their non-learning disabled peers. Twenty-four studies met inclusion criteria and results indicated that children with learning disabilities (n = 3,202) have higher mean scores on measures of delinquency than did non-learning disabled children (n = 14,296). The overall standardized mean differences was significant, however, the magnitude of this relationship was small ( g = 0.30). Substantial heterogeneity across studies was found to exist and subsequent moderator analyses were conducted. Significant moderator effects were discovered for learning disability type, delinquency reporter, delinquency type, and date of publication. Disability report type, gender, and grade of participants were not found to have significant moderating effects on delinquency between children with and without learning disabilities. Implications of results are discussed in regards to research methodology, theory, and policy. Future avenues of research are also suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]