This study reviewed 1137 students' records from 25 school districts to determine if there is a possible conflict between Wisconsin's learning disabilities (LD) eligibility criteria and the federal definition under the Individuals with Disabilities Education Act. It also surveyed student evaluation and placement teams concerning their application of the criteria. Wisconsin requires an individual to have normal intellectual functioning and academic discrepancies in two or more achievement areas. A literature review examined: prevalence, referral, and eligibility; IQ scores and discrepancy models; and prevalence of ethnic groups in special education. Results suggest that although some students in Wisconsin may be denied eligibility for learning disabilities when using Wisconsin's criteria inflexibly, others demonstrating the same conditions may be found eligible when the criteria are applied flexibly. It was found that the eligibility decision was based on two points: the extent to which a child has demonstrated inability for success in regular education, and the extent to which further modifications cannot be anticipated in the regular education setting without assistance from special education. Recommendations for improvements in Wisconsin's identification procedures and services for students with learning disabilities were proposed by parents, administrators, and other school personnel. Twenty appendices provide letters, questionnaires, statistical analyses, and responses to a survey. (Contains 54 references.) (CR)