The report describes a program directed toward the full integration of students with learning disabilities (LD) into the regular academic program of the University of Colorado at Boulder. The program features a diagnostic prescriptive model in which results of formal and informal testing are shared with students to help them develop an understanding of their learning profile. Prescriptive activities are then derived from test results, emphasizing the change from passive to active learning styles and the importance of the students' responsibility for their own learning. The diagnostic process uses error analysis and examination of learning styles, and formal testing helps the students become aware of strengths and weaknesses. A case study illustrating a student with possible deficits in auditory processing reveals how results of formal testing are used to help the student become aware of his strengths in deductive reasoning and weaknesses in short-term memory. The prescriptive phase builds upon awareness of self, of task, and of the professor. An example is provided of a student who learned to recontextualize what she had read and to develop better retrieval strategies. Evaluation of the program's results was performed on 55 students (35 students who participated in all phases of the program and 20 students who were diagnosed but did not choose to participate in prescriptive activities). (CL)