This paper reviews research relevant to the adjustment of adults with learning disabilities (LD) in the areas of academic, occupation/vocational, social, and personal/emotional functioning. After an introduction, methodological concerns are raised in the areas of sampling, definitions, experimental designs, and instrumentation. The review concludes that LD adults have increased difficulties in all areas of functioning. However, the literature also indicates that, with accommodation, intervention, and adaptation, the LD adult can demonstrate high levels of functioning. Although early intervention is suggested for maximizing later adaptive functioning, it is most commonly provided only in the academic area. While accommodations are seen to aid functioning in the workplace and at the postsecondary academic level, the lack of attention and remediation in the area of social and personal/emotional functioning is decried. (Contains 27 references.) (Author/DB)