The paper investigates specific "gifted" qualities of some learning disabled students within the context of assessment and individualized programming. It is suggested that learning disabled children who have definite areas of strength receive "selectively enriched" programming in these areas. An educational model is proposed which would allocate the greater portion of program time to teaching to student strengths. After comprehensive multi-method evaluation, basic coping skills would be taught in the deficit areas, while an enriched educational program stressing career goals and interests would be provided in the areas of strength. Periodic re-evaluation would provide ongoing program modification. (DB)