Four studies were conducted examining aspects of the social-emotional development of learning disabled elementary and secondary aged individuals. Results of the studies showed that learning disabled (LD) Ss had significantly lower self-concepts than non-learning disabled (NLD) subjects, but did not show significantly greater discrepancy between self- and ideal self-concepts; were significantly more internal with respect to locus of control for intellectual achievement, but were significantly more external with respect to failure in intellectual achievement; and showed no differences in comparison with NLD subjects in levels of masculinity and levels of femininity. Results suggested that though differences in social-emotional problems of LD adolescents exist, they may not be as pervasive as is commonly believed. (Author/CL)