A national sample of 118 teachers of learning disabled (LD) students described their school districts' criteria for identifying LD students and indicated their agreement or disagreement with the criteria. Four basic categories of definitions were reflected in the categories provided by the 118 teachers: ability-achievement discrepancy, achievement deficit, test scatter, and processing disorder. Reported criteria were characterized by variability, even within states, as were the teachers' stated agreement or disagreement with them. Findings suggested that the characteristics of students declared eligible for LD services are situation specific and do not reflect current knowledge, and that the criteria are vague and nonspecific. The need for alternative approaches to the identification of LD students was emphasized. (Author/CL)