This study examines recent evidence that many children with learning disabilities (LD) have accompanying behavior problems, especially children who experience academic difficulties in school but who are not formally diagnosed as LD. Subjects were 85 referrals to a university educational assessment center from 1991 to 1994. The subjects, 58 males and 27 females, were predominantly white, and ranged in age from 6-16 years. The primary tool used for evaluation was the Child Behavior Checklist (CBCL). While the major thrust of this study was to document that differential diagnosis of emotional disturbances (ED) and LD was feasible using the CBCL, parents and teachers also reported more problems for children with LD than were typically reported for normative samples. The results of the study are somewhat consistent with previous findings about accompanying behavior problems and lack of competencies for children with LD. The primary difference between the results of the study and previous findings with LD children is the magnitude of the problems reported. The aggregate findings for LD children suggest more highly elevated problem behavior scores on the CBCL than were found in this study. Given that the CBCL is a relatively time- and cost-efficient rating scale, its use as a screener for emotional/behavioral problems of children who are initially referred for academic difficulties seems warranted. In addition, the results of the study highlight a functional need for both academic and social interventions for many children with LD. Contains 12 references. (KW)