Resource teacher systems serving learning disabled children are discussed in terms of the varying dimensions of type of service (direct versus indirect), diagnostic/prescriptive orientation (ability versus skill), and delivery (resident versus itinerant). Individual resource programs are thought to vary on the dimensions due to intransigent factors such as incidence of handicapped children or rural locale. Standard minimal attributes of any resource system are given to be the clear specification of objectives, regular and public progress measures, a commitment to and management of individualized instruction, and optimism. (Author/DB)