Understanding dyslexia and dyscalculia is not only important to helping students achieve, it has also been recently legislated in one southeastern state. The purpose of the North Carolina House Bill 149 is to ensure that students identified with learning disabilities, including dyslexia and dyscalculia, receive the appropriate assessment and intervention services. In this paper, the authors explain learning characteristics of both dyslexia and dyscalculia and highlight four empirically validated teaching strategies of increasing instructional intensity: (a) Task analysis; (b) Explicit instruction; (c) Multisensory instruction; and (d) Field-dependent approaches.