A pilot study attempted to document the existence and incidence of learning disabilities (LD) among primary school children in Botswana. The study also sought to identify effective identification procedures and to determine if LD students are unique to technologically-oriented societies. Data were collected on 620 children from 4 schools (2 English-speaking and 2 Tswana-speaking schools) through various methods: (1) teacher identification of possible LD children; (2) a researcher-developed behavior rating scale; (3) the Developmental Test of Visual Motor Integration (Beery and Buktenica, 1967); (4) Short Form Test of Academic Aptitude, a derivation of the California Test of Mental Maturity (Sullivan, Clark, and Tiegs, 1970); and (5) school performance. Results of these procedures indicated that LD students do exist in Botswana primary schools, since teachers identified 8-11 percent of the sample as LD, the Behavior Rating Scale identified about 13 percent, and the integration test identified about 6 percent. Both the behavior rating scale and the integration test were most effective as screening devices for determining children who are not learning disabled. Evidence of the existence of LD children in Botswana suggests that there may be a neurological or genetic rather than strictly environmental interpretation of the origin of learning disabilities. (CB)