Nuthall's exceptional quantitative and qualitative analyses provide us with an illuminating picture of the cognitive and emotional struggles of low-scoring students. His poignant portrayals leave us to consider the types of classroom modifications and settings that will best help these students. The second section explores some apparent differences between Nuthall's finding that the need for four spaced encounters applies to all students and the older research on individual differences in the rate at which students learn new material.