This study examined the reading achievement scores of 66 third- and fourth-grade students who were referred by their general education teachers on the basis of a suspected reading disability. Before a reading disability diagnosis was conducted, each student was reviewed by an Intervention Assistance Team and intervention assistance was provided. Nevertheless, all students were ultimately referred. Findings indicated that only 21 of the 66 students referred qualified as having a reading disability. Three other students qualified in another area of exceptionality. Forty-five percent of the students referred for a reading disability actually passed the state minimum competency reading test the same year they were referred for special education. The implications of these findings for the newly approved Response-To-Intervention method of diagnosing reading disabilities are discussed. (Contains 2 tables.)