The purpose of this study was to determine whether different behavioral subtypes of learning-disabled (LD) children form different beliefs regarding their social successes and failures. The 75 subjects (ages 8 to 13) comprised 5 matched groups of 15 children each differing in the presence or absence of learning disabilities, behavior disorders, referral, and externalizing/internalizing symptoms. Results indicated that the social attributions of LD children are heterogeneous and differ acording to socio-emotional functioning. The presence of a learning disability by itself was not necessarily associated with a maladaptive attributional style. However, children who demonstrate behavioral difficulties in combination with learning difficulties exhibited different attributional patterns than did LD or non-LD children without behavior disorders. The LD children demonstrating externalizing symptoms attributed social successes to their own characteristics to a greater extent than did children in the non-behavior-disordered LD or community control groups. The LD externalizers were more likely to ascribe social failures to third-party intervention than were children in either of the two control groups, and twice as often as did the LD non-behavior-disordered group. Non-behavior-disordered LD children did not differ significantly from non-behavior-disordered non-LD children in terms of their attributions for social outcomes. (Approximately 50 references) (JDD)