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Studies of learning disabled (LD) children’s self-concepts were reviewed. The findings show that LD students have lower self-concepts than nonhandicapped students. Greater decrements occur for academic self-concept than general self-concept. Significant variations in results were found as a function of the group LD students were compared with, and the instruments used. Studies using the Piers-Harris scale indicated that although LD students obtained lower general and academic self-concept scores than their nonhandicapped peers, these scores were generally within the normal range reported in the manual. On the other hand, scores from the Student’s Perception of Ability Scale indicated that LD students had substantially lower academic self-concepts than either their nonhandicapped peers and those students in the normative sample. Age was not systematically associated with self-concept differences …