Selected subtests from the Woodcock Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001) were administered to three groups of university students. The groups included students with learning disabilities who received course substitutions for the institution's foreign language requirement, students with learning disabilities who passed two semesters of introductory level foreign language courses at the institution, and students without learning disabilities who passed two semesters of introductory level foreign language at the institution. Results of this exploratory study indicted that the students who received course substitutions scored significantly lower than both the students with learning disabilities who passed foreign language courses and the group without learning disabilities on the Basic Reading, Basic Writing, and Phoneme/Grapheme Knowledge clusters. Implications for practice are discussed. (Contains 3 tables.)