A person-oriented approach was used to examine the role of parenting in the associations between single learning disabilities and multiple learning disabilities and the adjustment difficulties in 8-11-year-olds. The results revealed that multiple, but not single, learning disabilities were associated with greater difficulties in emotional and behavioral domains. Children with multiple learning disabilities were overrepresented in the Negative parenting group characterized by mothers' high control and negative affection. Finally, whereas in the Negative parenting group, multiple learning disabilities were associated with high internalizing and externalizing problem behavior, in the Positive parenting group characterized by mothers' support and positive affection, no significant associations between multiple or single learning disabilities and adjustment problems were found. (Contains 4 tables and 4 footnotes.)