The study evaluated the effectiveness of an adaptation of the Behavior Rating Scale (BRS), a child observation form, as a screening device for identifying learning disabled children in the primary schools of Botswana. Children (N=620) in two different primary school grades (standards 5 and 7) and two different types of schools (Setswana Medium and English Medium) were evaluated. Scores of children identified by teachers as possibly learning disabled were compared to scores of non-identified children. Results suggested that: (1) mean total and subscale BRS scores of identified children were lower than those not so identified; (2) less educated teachers and those teaching in the lower standards tended to have the most undifferentiated responses; (3) use of the scale should be differentiated by user population; (4) distinction needs to be made between statistically significant results (shown by the study) and practically significant results (not yet demonstrated). (DB)