In an attempt to test the assumption that children with learning disabilities (LD) have deficient self-concepts, a number of studies have compared the self-concepts of students with learning disabilities and their normally achieving (NA) peers. The purpose of this paper is to review recent studies that investigated the academic, social and general self-concepts of students with LD and their NA peers and compare the results with those of a previous meta-analysis of relatively older studies, by Chapman. Consistent with earlier findings, results of the present review indicated that the academic self-concept of LD students is more negative than that of their NA peers. Unlike Chapman's conclusion, however, the evidence is less clear for general self-concept. This is also true for social self-concept. Because the evidence that shows no group differences outweighs that indicating better social and general self-concept scores for NA children, the conclusion that children with LD hold more negative social and general self-concepts than do NA children is not warranted.