This study compared the school performance of a sample of slow learners who qualified for special education as learning disabled with a sample of slow learners who did not qualify for special education. The intent of the study was to determine which group of slow learners was more successful in school in order to know if special education or regular education is the most beneficial educational "placement" for the slow learner. Findings suggest that neither group of slow learners is successful in school; both are doing remarkably poorly. Given this outcome, it is imperative that educators find the courage to acknowledge the plight of slow learners. Educational alternatives are required to prevent slow learners from continuing to fall through the cracks.