The study examined issues surrounding the conjoint diagnosis of learning disability (LD) and emotional disorder (ED) using a sample of 30 children (ages 6-12) drawn from referrals to a hospital-based outpatient treatment center. The sample was evaluated for LD using selected learning-based measures. Two separate scales were used to classify emotional disorder. Classification of LD according to perceptual, visual-motor, achievement, and intelligence discrepancies (irrespective of emotional disorder) discriminated among three groups of children: those with no learning difficulties, those with learning problems, and those with learning disabilities. Emotional variables were unable to distinguish the LD groups, and learning variables were unable to distinguish the groups according to level of emotional disturbance. Among conclusions reached were the following: (1) There is little support for a strong linear relationship between LD and ED; (2) The notion that LD children will have a greater degree of emotional difficulties than their non-LD counterparts is not supported by the data; (3) The notion that learning problems (as distinct from learning disabilities) occur in higher numbers among ED children is not disputed. Independent diagnosis and multiple intervention strategies are recommended. The continuing use of exclusionary and hierarchical classifications with reference to emotional disorder in the diagnosis of learning disability appears to be unwarranted. (JW)