This report discusses findings from a study that investigated the effectiveness of a student's improved self-knowledge of his or her specific learning disabilities in achieving academic success and improved self-advocacy skills. Forty-four general and special education faculty members and para-educators, and 13 ninth-grade students and their parents participated in this action research. All of the student participants were members of larger, inclusive science class. At the beginning of the study, students and their parents were given a Cognitive Processing Inventory (CPI). Based on the outcome of the CPI, they were then given a list of recommendations for strengthening their processing weaknesses. Data were gathered from surveys of students and teachers, from students' grades, and from observations. Results indicated nine students improved a minimum of one letter grade in one subject, however, only two-thirds reported a better understanding of their learning disability. Six of the nine students thought they had used some of the suggestions they were given. Forty-six percent of the entire group stated that they had either increased their self-knowledge and/or used the recommendations. Less than half of the study's participants reported advocating for themselves, while teacher observations of self-advocacy were negligible. Appendices include survey instruments. (Contains 20 references.) (CR)