Issues related to full-time inclusive programs have been particularly controversial for elementary students with learning disabilities. The nature of this controversy has changed substantially over the last decade, given the emphasis on high stakes accountability for all students in the No Child Left Behind (NCLB) Act and IDEA 2004. In spite of this continuing controversy, increasing numbers of students with LD are being educated in inclusive settings. This article reviews research related to the extent to which full inclusion programs provide students with learning disabilities the support needed to meet high stakes accountability standards in reading and math. The results reveal that while some elementary students with LD in full-time inclusion classrooms made significant educational progress, a majority of students made very little academic progress, even when extraordinary resources were used to develop the programs. (Contains 2 tables.)