This article provides the author's historical account of the chronological developments and milestones for learning disabilities (LD) in the context of the courts, legislatures, and Congress. Three decades later it is helpful to examine the status of the education of students with LD from a policy perspective in the context of the historical antecedents. The article evaluates the changes, progress, and challenges that have transpired through the decades for LD students. It responds to questions such as: Are students identified with LD receiving the free appropriate public education (FAPE) to which they are entitled? Are there more students classified as having LD than warranted? and Are students with LD being appropriately educated? The article concludes that, beginning with the IDEA amendments in 1997 through the current amendments, coupled with NCLB, this nation is moving back to the traditional standard of sameness. If it fails to address this issue, it not only allows the achievement of some students to be devalued, it also allows the question of whether society should bother educating children who cannot succeed.