This paper presents a rationale for teaching study skills to students with learning disabilities, a flexible study skills model, and suggestions for implementing the model. Students with learning disabilities are seen as capable of learning study skills but require specific instruction and practice and need teachers who understand learning styles, strengths, and weaknesses. The flexible study skills model begins with the development of organization strategies, including organization of materials, homework, and long-term assignments; time planning on a daily, weekly, and monthly basis; and organization of study space. The model then presents main idea, notetaking, and summarizing skills which can be taught and practiced in grades 4 through high school. These basic skills then become the foundation for building textbook, test-preparation, and test-taking skills. (DB)