Designed for community college educators, this paper provides an overview of the characteristics and problems of the learning disabled adult and offers strategies for both teaching and learning. Following introductory remarks, the paper provides definitions of learning disability and discusses the symptoms, psychological effects, and incidence of learning disabilities. The implications of learning disabilities for the workplace are discussed next, followed by a glossary of relevant terms (e.g., sensory, perception, and attention) and types of disabilities (e.g., aphasia, dyslexia, and anomia). The next sections look at the objectives, fears, and behaviors of the learning disabled student at the community college and consider the demands on students with which the disabled adult may have difficulty (e.g., orientation, acquiring information, expression of knowledge, and time management). A section on teaching strategies points to the helpfulness of accommodations such as textbooks on tape, notetakers for lectures, alternative exam procedures, carefully written syllabi, cueing and pre-organizing in lectures, alternate presentation styles, and tension reduction. Finally, a series of learning strategies for the disabled student is offered, focusing on understanding one's learning style, keeping healthy, using accommodations provided, active listening and reading skills, and time management. (LAL)