Research has suggested many children with learning disabilities (LD) have deficits in working memory (WM) that hinder their academic achievement. Cogmed RM, a computerized intervention, uses adaptive training over 25 sessions and has shown efficacy in improving WM in children with attention deficit hyperactivity disorder (ADHD) and a variety of other conditions. Research on Cogmed has been done in clinical settings in Europe and the United Kingdom; however, little research has been conducted in the United States. The purpose of this quantitative study was to examine the efficacy of the Cogmed program in improving WM and academic achievement for children with LD in the United States. Baddeley's multi-component model of WM served as the theoretical basis for the study. Participants were 12 children, aged 10 to 14, from a rural school district in Texas; their scores were compared on pretest and posttest measures of verbal short-term memory (VSTM), visual-spatial short-term memory (V-SSTM), executive working memory (EWM), reading achievement (RA), and math achievement (MA). Training with Cogmed significantly improved VSTM, V-SSTM and EWM but had no effect on RA or MA when measured 3 weeks post-intervention. These findings may inform the efforts of those who work with students with LD, specifically, in their efforts to help students with LD in their potential for improved academic achievement, increased self-esteem, higher graduation rates, and increased access to post-secondary options. Future research is needed to examine the long-term effects of adaptive training as a school-based intervention to remediate or prevent learning problems in children, giving them a better chance at successful academic outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]