Historically, most of the professional literature in the field as well as federal funding initiatives in research and program development have been directed at younger students with learning disabilities (LD). The prevailing assumption (or hope) has been that if intervention took place at a young age, many of the manifestations of the learning disability would be minimized or avoided altogether in later years (Kirk & Elkins, 1975). However, the field has learned that adolescents with LD have enduring and unique characteristics that are manifested in differing ways as development and setting demands change (e.g., Brinckerhoff, Shaw, & McGuire, 1992; Lenz & Deshler, 2005; Mellard & Deshler, 1991). Even if children with LD receive quality interventions during their early years, in all likelihood, their disability will endure into adolescence and adulthood. The need for effective intervention strategies for these older individuals is as great as, if not greater than, the need for interventions for younger children because of all the emotional overlays that generally emerge as individuals mature and continue to encounter significant failure. Hence, it is critical that the LD field develops a research and intervention agenda that is designed to address multiple aspects of the condition of LD across multiple age ranges. As compelling as the case for early intervention can be, if that case is made at the expense of addressing the equally problematic and unique set of problems presented by older-aged individuals, the long-term effects of such a policy will be devastating for thousands of individuals with LD.