The relationship between the teacher of piano and the learning disabled student and some issues in piano instruction for such students are examined. Perceptual deficiencies and perceptual motor problems are noted. Techniques for dealing with poor visual discrimination are suggested; these include doing the simplest type of theory work to help the student learn to read notes and understanding students' difficulties in right-left discrimination and orientation to middle C. In dealing with auditory discrimination problems, teachers are advised to minimize the number of auditory stimuli, introduce complexities only after very simple note patterns are understood, present a fragment of a concept at a time, and exercise listening skills. Poor eye-hand coordination can be dealt with in a similar fashion, beginning at the most rudimentary level. To address the emotional problems that some learning disabled children may exhibit, a rotation is suggested among piano playing, theory, and game playing in brief 10-minute segments. Twelve general guidelines, such as the importance of students experiencing success and of strong teacher-student rapport, conclude the paper. (CL)