The challenges and rewards of dealing with the many types of students that can be found in today's English classrooms--gifted, handicapped, learning disabled, second language learners--are addressed in this focused journal issue. The titles of the articles and their authors are as follows: (1) "Help Me Help You" (L. Quitman Troika); (2) "Students with Learning Difficulties in the English Classroom" (J. M. Kanning); (3) "What's Dyslexia? Texas Teachers' Dilemma" (E. B. Osburn, S. G. Cohen, and P. Swicegood); (4) "Encouraging Process over Product: Writing with Second Language Learners" (N. L. Hadaway and V. F. Tishe); (5) "How to Work with Language-Different Children in a Regular Classroom" (A. H. Cashman); (6) "France and America Meet at the Lectern: An Experiment in Team Teaching" (R. A. Mottram and M. Schock); (7) "The Handicapable Kid: A Catalyst for Growth" (H. Skrovan); (8) "Closed Faces" (J. Carlile); (9) "The Final Conference" (L. D. Evans); (10) "'Gifted' Low Achievers" (L. B. Johnson); (11) "'I'm Pretty Good At...'" (P. James); (12) "Meeting the Affective Needs of the Gifted through the Use of Literature" (B. Seney); and (13) "Compassion, Privacy, and the Act of Writing" (C. L. Record). (SKC)