PRESENTED HERE ARE THE GOALS OF, THE TECHNIQUES FOR, AND THE AUTHOR'S EXPERIENCE WITH A ONE-SESSION STRUCTURED FAMILY INTERVIEW FOR THE ASSESSMENT OF CHILDREN AND ADOLESCENTS WITH SCHOOL LEARNING DISORDERS. THE PRIMARY PURPOSE OF THIS TIME-LIMITED METHOD IS TO DETERMINE THE NATURE, EXTENT, AND ETIOLOGICAL SIGNIFICANCE OF THE INTERACTION BETWEEN THE FAMILY AND THE SCHOOL LEARNING DISORDER. TECHNIQUES SUCH AS A SERIES OF QUESTIONS, THE TUTORING LESSON, AND THE PARTIAL-FAMILY SESSION HAVE BEEN EMPLOYED TO UNCOVER FAMILY BEHAVIOR DIRECTLY RELATED TO SCHOOL LEARNING. AN ANALYSIS OF 53 CASES REVEALED THAT SIGNIFICANT DIAGNOSTIC INFORMATION REGARDING THE FAMILY COMPONENT OF SCHOOL LEARNING DISORDER WAS PRODUCED BY THE STRUCTURED INTERVIEW. AS EXAMPLES OF THE KINDS OF INTERACTION AND MATERIAL PRODUCED, FOUR CASE STUDIES ARE GIVEN. THE AUTHOR RECOMMENDS THE ASSESSMENT OF THE FAMILY BE INCORPORATED INTO THE DIAGNOSTIC STUDY OF CHILDREN AND ADOLESCENTS WITH SCHOOL LEARNING DISORDERS. THIS PAPER WAS PRESENTED AT THE 45TH ANNUAL MEETING OF THE AMERICAN ORTHOPSYCHIATRIC ASSOCIATION (CHICAGO, MARCH 20-23, 1968). (WR)