This study examined demographic and service delivery data derived from Individualized Education Programs of 153 elementary students with learning disabilities in a medium-sized city in northern Illinois. It specifically addressed family background, prevalence of secondary disabilities and health problems, behavioral and motivational characteristics, educational goals within students' instructional programs, and community services being provided. Analysis indicated: three times as many boys as girls were served by these programs; there was some overrepresentation of minority children; the more common family living arrangement was for single parent homes and non-nuclear family patterns; community support services were provided to approximately one-third of the children and their families; over 80 percent required additional services in speech and language; about 20 percent were regularly receiving medication; only 8 percent were identified as consistently self-motivated, with 80 percent responsive to extrinsic reinforcers; annual goals were predominantly academic with some social-emotional and language goals but few transition and career development goals; and, most students were receiving some related services but few were receiving adaptive physical education programming. (30 references) (DB)