This paper presents a historical view of the development of special education for New Zealand's students with learning difficulties. The paper uses a chronological approach, beginning with special provisions for deaf and blind students, followed by examination of: the impact of a national standards method of classifying and promoting pupils; the standards system as a cause of learning failure; attempts to modify the standards system; special provisions for mentally defective students; the continuing problem of learning failure; an awakening of interest in child study in the early 1900s; the adverse effects of the grading system; overly large classes and mass instruction; the development of special education; identification of some students as "intelligent non-intellectuals"; influence of universities; developments in government policy; student rights; and development of support services. The paper takes the view that judging New Zealand's accomplishments in educating special needs students requires consideration of such matters as understanding the nature and purpose of education current at the time, the extent of the teaching force and its degree of professionalism, the economic climate, and similar matters. (JDD)