The paper examines current research on the social and personal competence of learning disabled (LD) adolescents and young adults, revealing two major lines of inquiry: (1) interpersonal environment (perceptions by others, sociometric status, social behavior deficits, verbal and nonverbal communication skills), and (2) affective status (self-concept, motivational patterns). Major limitations are identified to include the practice of studying LD subjects as a homogeneous population (masking their heterogeneity), and the lack of a conceptual model for clarifying the components and/or skills involved in social and personal functioning. An emphasis on subtypes of learning disabilities and a component analysis of social and personal competencies as they relate to specific settings are recommended in order to generate new and relevant research which can pinpoint individual needs more precisely. A 65-item reference list is appended. (JW)