This study used symbolic interaction theory to address the following question: what is the self-identity, or perceived "I am," held by adolescents with learning disabilities (LD) in the public school environment? According to symbolic interaction theory, experiencing the label and role of specific learning disability would reflect the influence of significant others in the environment (peers, teachers/administrators, and sometimes parents) as they socially interact with the LD adolescent and signify an identity as a member of the LD group. A qualitative-ethnographic research design was used to study 15 specific learning-disabled adolescents in the natural setting of their public school environment. Data formats included a self-report, nonstructured interviews, and participant and nonparticipant observation. The research demonstrated that many LD youth have been devalued and belittled by significant others, producing perceptions of "I am" which are clearly negative and indicative of low self-esteem. Includes 70 references. (JDD)