This article, from the "Journal of College Admission's" Special Diversity Issue, which in its entirety has won the 1997 Muir Award, discusses various misconceptions regarding individuals with multiple learning disabilities and whether or not these individuals should consider college as an option. The author contends that students with learning disabilities have both strengths and weaknesses. While they may learn in unique ways, these differences do not imply that their capacity to learn is inferior. Therefore, it is not necessary to dilute the curriculum to assist these students, but to work with them to identify what accommodations are necessary to help them be successful. Learning disabilities are not curable, but there are many instructional interventions and compensatory strategies that can be used to help those with disabilities to master the coursework. (Contains 16 footnotes and a list of 5 resources.) [This article was reprinted in this 2006 issue of "Journal of College Admission." For the original indexing of this article in "Journal of College Admission" n152-153 p24-31 Sum-Fall 1996, see EJ547067.]