Three studies were designed to explore the pattern of scores on the Kaufman Assessment Battery for Children (K-ABC) by 18 students in elementary level learning disability (LD) resource programs (Study 1), 133 elementary level students referred for learning problems (Study 2), and 67 elementary students referred for severe learning disabilities (Study 3). Conclusions drawn from results of all three studies are as follows: consistent or characteristic patterns of performance on the K-ABC for LD children are lacking; the factor distinguishing students referred and subsequently identified as LD and those not identified as LD is usually a discrepancy between the Achievement (ACH) standard score and the Mental Processing Composite score on the K-ABC; global scores may camouflage similarities or differences in actual subtest performance between groups of students; the K-ABC Achievement scale does not represent a unitary trait for students with learning problems; the majority of studies with LD students reveal mean simultaneous (SIM) processing scores greater than mean sequential (SEQ) scores; in contrast to the standardization sample, a large proportion of students with learning problems exhibited equal simultaneous and sequential processing scores; when a processing preference was shown by LD students, the SIM-SEQ pattern was most likely; LD students exhibit a similar pattern of subtest scores as learning problem students but with lower achievement levels. (DB)