The nature of effective instruction for students with specific learning disability is explored. Process training has long been a prominent intervention but is shown to possess limited efficacy. Better outcomes are attained when effective general education instructional techniques are adapted for the purposes of special education. Related services are also shown to be useful adjuncts to the instructional program. Special education for students with specific learning disability appears to be more efficacious when "education" is emphasized over "special" interventions not routinely found in general education. (Contains 4 tables.)