The study evaluated the Woodcock-Johnson Psycho-Educational Battery (WJPEB) with 71 elementary grade learning disabled (LD) students. The following questions were addressed: (1) Are there significant discrepancies between ability and achievement, as measured by the WJPEB, for LD children, and if so, in what academic areas? (2) Are there patterns of strengths and deficits on the Aptitude and Ability Cluster scores of LD students? (3) Do the WJPEB Broad Cognitive Ability scores predict achievement as well as the individual Aptitude Cluster scores? and (4) How does the performance of previously identified learning disabled students compare to the WJPEB normative data?. Results indicated: (1) limited effectiveness in identifying LD students (only 60-68% were identified by the test); (2) a pattern of deficits in the areas of memory, written language aptitude, and knowledge aptitude; (3) inability of the Broad Cognitive Ability Score to identify certain problem areas (e.g. reading deficit); and (4) average performance of the subjects on tests of cognitive abilities and below national norm performance in achievement areas. It is concluded the WJPEB was neither efficient nor effective in identifying this sample of learning disabled students, and that standard scoring procedures, rather than the Broad Cognitive Ability score, should be used. (DB)