Learning Disabilities (LDs) affect a significant number of students in elementary and secondary school. In order for these students, along with parents and teachers, to understand the nature of their specific difficulties, and have equal opportunity in academic settings, a comprehensive psychological report containing properly informed recommendations for accommodations must be provided. In the present study, previous psychological assessment reports of 100 Grade 7 and 8 LD identified students were evaluated based on gold standard criteria. Previous and current diagnoses were compared to test the hypothesis that less comprehensive previous assessment reports would be significantly associated with a change in diagnosis between assessments. This hypothesis was supported. In addition, many previous reports did not use a complete battery of tests or have a clear diagnostic statement. It was found that the various types of practitioners conducting preliminary assessments were a significant cause for disparity between reports. Recommendations for improved early diagnostic practices are discussed. (Contains 3 tables.)