Since their emergence in public schools, specific learning disability (SLD) identification practices have been controversial in both research and practice. The purpose of this special issue is to present contemporary research on various models of SLD identification as well as issues associated with their implementation. Each of the articles in this issue offers recommendations for improving SLD identification practices and, more broadly, academic service delivery in K-12 schools. This introduction reviews three SLD identification methods (i.e., aptitude-achievement discrepancy, patterns of cognitive processing strengths and weaknesses, and response-to-intervention approaches). It also briefly details the contents of the special issue, which are intended to contribute to larger dialogues on improving academic supports for school-age youth.