The 5-year followup study of the first 177 students, ages 6 to 12 years, who were enrolled in a public school program of special classes for the learning disabled (LD) sought to define factors contributing to the learning problems and affecting the students' progress or lack of it in the special classes. LD students included those whose disability might result from developmental lags, neurological impairment, severe early deprivation, emotional disturbance, brain injury, or other reasons. Data were gathered via school records, test protocols, and teachers' reports collected and used in conducting the special classes. Each child was studied for 5 years following his admission to the program. Analysis of data enabled determination of the characteristics of pupils at entry into LD program (ability to control self, integrative functioning, reasoning ability, emotional adjustment, social adjustment, family and other background factors), pupils' educational status 5 years later, progress and adjustments of the 42 LD pupils who returned to regular classes, progress of long-term LD pupils, and characteristics of pupils who were referred for hospitalization, withdrawn from the program, or who left and then returned to the LD program. Recommendations concerning LD programs and a comprehensive special education program are made. (KW)