Difficulty with spelling is a perennial challenge for students with learning disabilities. Several decades of research, however, have identified both fundamental linguistic concepts and instructional approaches that, when understood by a teacher, can be applied to teach students with learning disabilities to spell. In this article, a brief history of spelling instruction and an overview of key concepts are presented, followed by specific strategies teachers can use to improve long-term retention of accurate spelling for students with learning disabilities. (Contains 4 figures and 2 tables.)