To examine learning disabled children's intrinsic-extrinsic motivational orientation to their schoolwork, 90 LD students in grades 3-7 were administered the Scale of Instrinsic vs. Extrinsic Orientation in the Classroom and the Perceived Competence Scale for Children. Items were read to the students and a short interview based on the students' responses to the scales followed administration of each of the measures. Results revealed a two-factor solution for the LD sample as compared to the five-factor solution for normal children on the Scale of Intrinsic vs. Extrinsic Orientation. It was suggested that the measure needs standardization data for LD students. Additional results supported the prediction that responses of LD Ss would be systematically more extrinsic than those of normal children for both motivational and informational factors. Developmental trends of normal and LD children, however, were similar. Finally, a positive correlation was found between LD Ss' preference for challenge and their traitlike perceptions of cognitive competence, but not their more specific perceptions of their scholastic abilities. Findings suggested that LD Ss may be differentially motivated to learn in school depending upon whether or not they feel they are smart, rather than the extent to which they perceive themselves to be competent at specific academic tasks. (CL)