Specific learning disorder (SLD) identification is arguably one of the most significant controversies in school psychology. One component of this issue is that guidelines and practices vary substantially across professionals and states, which leads to inconsistent identification rates and outcomes for students. To assess the extent of this problem at the district level, we surveyed special education administrators from 725 US school districts regarding their districts' current specific learning disability (SLD) identification practices in the USA. Significant differences in SLD identification methods were reported across districts. Significant differences in SLD identification methods were also found across regions and between districts that used different educators to collect academic achievement test data. Curriculum-based measures were also used more frequently in districts that identify SLD using response to intervention. Implications of these findings for policy and for practice are considered.