The purpose of this observation study was to identify vocabulary instruction provided to students with Learning Disabilities (LD) and English Learners with LD (dual identified) across seventh and eighth-grade inclusion and self-contained English language arts, science, and social studies classes. The study focused on the amount of time observed on vocabulary instruction, the types of vocabulary instruction provided, what instruction methods were used when teaching vocabulary, and what decision processes did teachers use related to vocabulary instruction. Participants included general education and special education teachers in three separate school districts. Quantitative results indicated more time overall was spent on indirect vocabulary instruction than direct vocabulary instruction, and morphology and multimedia were the strategies used most. Qualitative results indicate use of direct and explicit instruction which focused on student learning, to instruction practices which focused on curriculum completion and high stakes testing. Teacher interviews revealed decision processes were either student or curriculum focused in relation to vocabulary instruction. These results suggest that class types, content areas, or grade levels were not predictors of vocabulary instruction practices for SLDs and ELs with LD. Various forms of vocabulary instruction did occur across all groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]