This dissertation study examined the hypothesis that kindergarten teachers in Rockville, Maryland, perceive that they can identify children with potential or actual learning disabilities as effectively by informal observation techniques as by the use of the structured Maryland Systematic Teacher Observation Instrument (MSTOI). A survey instrument was developed for the collection of data. Analyses were made of the information in the responses for frequency, percentages, and significant differences. The findings indicated that 95 percent of the teachers perceived themselves as competent to identify children with learning problems by informal observation. The study compared attitudes toward the effectiveness of the two methods of identification. A chi-square of 2.53 was found, which was not significant at the .05 level of significance, with 1 degree of freedom. Thus, the major hypothesis was supported. Analysis of related factors revealed perceptions of advantages and disadvantages of the two methods. It was recommended that resources be redirected toward delivery of services to children and that the structured observation instrument be revised. The document includes a review of literature related to learning problems and the role of the kindergarten teacher in diagnosis and remediation. Appendixed are materials and instruments used in the study, an example of the chi-square analysis, and a selected bibliography.