The investigation had two objectives: (1) to determine whether teachers of select deaf students can identify those considered to be unofficial candidates for dual diagnosis as deaf and learning disabled; (2) to identify which academic achievement areas, if any, would provide support for informal observations of learning disabled functioning. Subjects were 12 fourth- and fifth-grade males at a residential school for the deaf, six of whom had been identified as potentially learning disabled. The other six students were considered to be achieving normally. All students were administered the Slosson Oral Reading Test and three subtests of the American School Achievement Tests (Intermediate Battery). Results indicated that all but one of the deaf students predicted by teachers to be in the learning disabled group had similar characteristics. All of the non-learning disabled students were correctly classified. Spelling and arithmetic computation were the two variables that provided the greatest support for the observed classroom differences reported by teachers. Twenty references are provided. (JW)