From one perspective, the learning problem causes delinquent behavior. A second perspective suggests that psychosociological, biochemical or neurological, and educational or cognitive factors cause both the learning problem and the delinquent behavior. The psychosociological approach considers familial interaction, social class/poverty factors, and personality traits. Elements of the biochemical or neurological approach include environmental pollution, diet/vitamin therapy, minimal brain damage, and right-brain dominance. Cognitive defects manifested by many delinquent and learning disabled students include difficulty in following rules and predicting and taking responsibility for consequences. The author concludes that a direct link exists between school failure and delinquency, but it is presumed to operate only for those students who are predisposed toward learning problems and for whom the schools have not been able to provide an appropriate educational program. Figure and 51 references.