In this article, the author criticizes the requirements of No Child Left Behind (NCLB) for students with learning disabilities and points out some faulty and misguided thinking and assumptions embodied in NCLB's approach to special education. The author fears that the law's unrealistic expectations for these students and their teachers give schools incentives to eliminate their special education programs altogether. The author describes four faulty assumptions to the approach embodied in NCLB and examines some other, less optimistic possibilities if nothing changes in the current language of NCLB with regard to special education students.