Investigated was the relationship between academic achievement and self concept with a total of 37 learning disabled (LD) children (between the ages of 8 and 14 years) of whom 19 were enrolled in self contained special classes and 18 were receiving services from resource teachers. Ss were administered the Primary Self Concept Inventory and the Wide Range Achievement Test. Results indicated that LD children in the two settings did not differ in academic achievement or self concept and that there was little correlation between academic achievement and self concept as measured in the study for this population. (DB)