A study classified and compared the learning style preferences of learning-disabled (LD) and gifted elementary school students with peers who were not identified as gifted or LD. The Learning Style Inventory (Dunn, Dunn, and Price, 1981), covering 22 learning style elements grouped under four categories (environmental, emotional, sociological, and physical elements), was administered to the students. Data were analyzed using descriptive and multivariate statistics to determine relationships among learning style preferences and the three groups of students. Results indicated that LD students preferred more mobility while studying. Gifted students preferred to learn alone. Gifted students preferred more food and drink intake while learning than did their LD peers. LD students preferred the presence of an authority figure, while gifted students did not. Students not identified as gifted or LD perceived themselves as being less mobile than the other two groups and preferred to learn with peers. Recommendations are formed regarding use of these results: in the classroom; implementation of the Education for All Handicapped Children Act; organization of resources to improve student achievement; organization of facilities to accommodate various modes of instruction; examination of staffing patterns; organization of class schedules; components of academic advising; staff development programs; educational leadership; and fiscal support. (CB)