Reflections on the meaning and uses of science and observations about its implications in the study of learning disabilities are offered in this paper. The distinction between science and technology is examined and difficulties with society's absorption in pseudoscience or in science that has been oversimplified are discussed. The field of left and right brain research along with society's various reactions to it is cited as a case in point. Research on dyslexia and other forms of learning disability (LD) is reviewed and implications for intervention briefly noted. The importance of clinical scientific observation to progress in the field of learning disabilities is asserted and a personal approach to interviewing students with suspected LD is described. (CL)