Do seemingly motivated students with learning disabilities work hard in general education classes only to receive lower grades than their peers? Donahoe and Zigmond (1990) found that 60-70% of students with learning disabilities passed their mainstreaming classes but received a below-average (below a C-) grade. A similar finding was reported by Valdes, Williamson, and Wagner (1990), whose survey results indicated that 60% of secondary students with learning disabilities had grade point averages (GPAs) of 2.24 or lower and 35% had GPAs below 1.74 (below a C-). In addition, at least one third of the students surveyed had received at least one failing grade. More recently, Wagner, Blackorby, and Hebbeler (1993; cited in U.S. Department of Education, 1994) reported that a nationwide sample of students with learning disabilities in grades 9-12 had an average cumulative GPA of 2.3; of particular concern was the performance of 9th and 10th graders, whose average GPAs were 1.9. In a study comparing outcomes for middle school students with learning disabilities in an inclusive setting (36 students) versus a pullout model (22 students), Rea, McLaughlin, and Walther-Thomas (2002) reported the average report card grades in the core subjects (language arts, math, science, and social studies). Grades for students receiving inclusive support ranged from 2.3 to 2.6 for the core courses, while those in the pullout model ranged from 1.6 to 1.8 for the core courses. Although findings in this study suggest the potential for students to receive passing grades in general education classes, they are consistent with previous studies indicating that students with disabilities are at increased risk for low or failing grades in general education classes