There is evidence that the learning disabled are overrepresented in services for sex offenders. Many factors may impact on this overrepresentation. Available data on prevalence are reviewed in this article, along with perspectives on routes into sexual offending. The experience at G-MAP suggests that the factors commonly associated with the development of sexual aggression are equally applicable to understanding this behavior in youth with a learning disability. Current approaches emphasize integrated models that operate at individual, familial, situational, and communal/societal levels. G-MAP's experience in working with learning-disabled juvenile sex offenders highlights a number of themes. First, therapy should not be viewed as the primary change medium. Allied social and environmental interventions are equally important. Second, change goals must be realistic, such that successful intervention may be viewed as a reduction in the frequency or nature of abusive behavior. Third, treatment providers must work closely with caregivers to provide support, motivation, reinforcement, and monitoring. Fourth, a multidisciplinary treatment approach is required. 53 references