This paper discusses the importance of early identification and early intervention for at-risk learning disabled children. In order to ensure an adequate education for all children, parents and teachers must become diagnosticians who identify and meet the needs of at-risk children early enough to prevent serious problems. Eleven questions were developed to provide guidelines to assist parents and teachers in the identification process and to provide a tool for the construction of a profile of the at-risk child. The questions ask: Is the child hyperactive or lethargic? Is the child uncoordinated? Does the child exhibit preseveration behavior (i.e., does he/she repeat the same motion or action over and over again)? Does the child suffer from emotional problems? And finally, does the child have problems with perception, symbolization, attention span, memory, speech, or developmental tasks? When a child is evaluated and found to be at risk, a program to assist the child must be developed. At-risk children do not need to be pushed into academic learning, but require time to practice and over-learn skills, adult assistance in an unhurried atmosphere, specific direction, choices within skill areas, and, most of all, success. (MDM)