Profile analysis was performed on Wechsler Intelligence Scale for Children-Revised (WISC-R) scores of 29 learning disabled students (6-10 years old) in a Specific Learning Disabilities (SLD) program, to determine whether subtest patterns for initial and re-evaluation WISC-R administrations would differ significantly. Profile analysis was applied to test scores for each S, using two methods of grouping WISC-R subtests: (1) A. Bannatyne's recategorization and (2) the three major factors emerging from A. Kaufman's factor analytic studies of the WISC-R. Results suggested that no single pattern of factor or of Bannatyne category scores characterized the SLD group. The students in this study were a very heterogeneous group in respect to their WISC-R scores. Results of the individual profile analysis demonstrated that the pattern of factor and category scores was very stable, even over extended periods of time, when stringent statistical criteria were used to evaluate the degree of change which occurred between pre- and post-test subtest patterns. Examination of the patterns exhibited by those Ss whose initial and re-evaluation profiles differed significantly revealed no consistency in location or direction of change. In addition, no characteristics could be identified which differentiated between Ss whose profiles showed a significant change and those whose profiles did not. (CL)