Meta-analysis is considered an acceptable method to evaluate research studies for evidence-based practices. The purpose of this review is to examine the applicability of using meta-analyses in the learning disability field to guide classroom practice. The authors evaluated 15 learning disability meta-analyses in three domains: large-scale analyses, academic, and social. Results indicate that although meta-analyses provide strong support for general components of effective instruction, they are unable to provide definitive answers for practitioners looking for concrete suggestions of what evidence-based practices to implement in their classrooms. (Contains 3 tables.)