This paper deals with future research needs and problems in learning disabilities, and is divided into the following two broad categories: (1) supporting conditions, which involve necessary prerequisites to the research effort; and (2) procedural considerations, which deal with methodological concerns. First, the problems posed by supporting conditions such as financing, training research personnel, gaining cooperation from practitioners, and maintaining research's credibility are dealt with. Then, the second set of research needs, those involving procedural issues, are discussed. Two basic procedural needs are discussed. The first involves the fact that research in learning disabilities relies on established research paradigms in an effort to test competing falsifyable models. The second involves finding ways to bridge the gulf between research and the unknowns that the practitioner must face daily. The paper maintains that the basic research problem confronting learning disabilities (or minimal brain dysfunction) is that of sample definition. The final section of the paper discusses categorization of disability (minimal brain dysfunction, learning disabilities, culturally disadvantaged deaf, blind, etc.), the use of these labels for administrative purposes, and the reaction to them by educational practitioners. This section also discusses the problems caused by categorization in classroom management, remedial programming, administration, and research methodology. (BD)