To investigate self-concept, 50 learning disabled adolescents from a regular high school who were receiving resource room assistance were given the Situation Specific Subject Competence Test for self-concept. Their scores were compared with 50 learning disabled adolescents from a self-contained program. The adolescents from the self-contained program scored identically to the mainstreamed adolescents on self-concept for math, English, and physical education. The results indicated that students segregated in special self-contained programs are more similar to students in the resource programs than orginally expected. The results also implied that specific self-concepts in specific subjects are more valuable to the classroom teacher than the general nonspecific self-concept. Implications were drawn from the findings for theories on self-concept and learning disabilities and for future research. (CL)