THE AUTHOR NOTES THAT JUVENILE DELINQUENTS TODAY APPEAR TO BE MORE TOUGH AND SOPHISTICATED THAN THE DELINQUENT OF TEN TO FIFTEEN YEARS AGO. IT IS ALSO OBSERVED THAT ONE OF THE MOST COMMON CHARACTERISTICS OF THE JUVENILE DELINQUENT IS A STRONG AVERSION TO SCHOOL, WHICH IS MANIFESTED IN TRUANCY AND DISRUPTIVE BEHAVIOR. THIS CHARACTERISTIC IS ALSO SHARED BY LEARNING DISABLED YOUTHS. WHILE NOTING THAT NOT ALL DELINQUENTS ARE LEARNING DISABLED AND NOT ALL LEARNING DISABLED ARE JUVENILE DELINQUENTS, THE AUTHOR MAINTAINS THAT THESE TWO GROUPS SHARE A NUMBER OF IMPORTANT CHARACTERISTICS. AMONG THESE ARE NEGATIVE SELF CONCEPT, LOW FRUSTRATION TOLERANCE, PROBLEMS IN DIRECTIONAL ORIENTATION, AND DIFFICULTIES IN SCHOOL. THE RELATIONSHIP BETWEEN SCHOOL ACHIEVEMENT AND DELINQUENCY IS EXAMINED, AND SEVERAL ASPECTS OF NORMAL SCHOOL OPERATIONS WHICH MAY HINDER THE LEARNING PROCESS IN DELINQUENT/LEARNING DISABLED CHILDREN ARE LISTED. FINALLY, SEVERAL GUIDELINES ON THE TEACHER'S ROLE AND TREATMENT APPROACHES FOR LEARNING DISABLED AND/OR DELINQUENT YOUTHS ARE PROVIDED.