The purpose of this study was to compare factors of cognitive style in two groups of seventh-grade children: (1) children of average or above average intelligence who show learning disability in mathematics but who perform well in reading; and (2) children of average or above average intelligence who perform well in both mathematics and reading. Thirty students were chosen as subjects for each of the two groups. Results indicated that students evidencing dyscalculia were significantly different from their mathematically achieving counterparts on two factors of cognitive style: field dependence and independence, and spatial visualization. Significant sex differences were found in scores used to measure field dependency, and differences in high-level spatial visualization were also found. The investigation is thought to offer some explanation as to why some intellectually capable students were unable to achieve in mathematics. (MP)