Working memory has been called the "door to learning" (think the library) and is strongly related to performance in reading comprehension and problem-solving. Persons with strong working memory have a wide open door for acquiring all types of new information. They are able to hang on to new information, work with it, integrate it with lots of known information, and then move it into storage. In contrast, persons with weak working memory have a narrow opening for letting in new information. They may grasp only part of newly presented information, struggle to hold on to it, and then have difficulty with integration and storage because their known information is already sketchy. They may struggle with following verbal or written directions, processing visual or auditory information, organizing thoughts for speaking or writing, and learning multi-step procedures. Parents, teachers, peers, or coworkers may view them as lazy or unmotivated; they may feel inadequate and/or incompetent as they struggle to "keep up," remember, and complete assigned tasks in school, at home, or in the workplace. This issue of LDA (Learning Disabilities Association) of Minnesota's "NetNews" provides an introduction to working memory; discusses theories of working memory; considers working memory capacity and learning; outlines strategies for working memory; and includes fiscal year 2008 LDA assessments and resources. [For Volume 7, Number 3 of "NetNews," see ED498939.]