This article examines: (1) why learning comes so naturally for some students and yet is so onerous for others; (2) why some students need constant reminders while others get on task right away; and (3) why some students "just don't get it" even after countless repetitions and multitudes of practices. This paper describes the characteristics of students with learning difficulties, identifies the types of challenges they face, and recommends strategies for remediating these difficulties through appropriate adaptations. Throughout this article, "learning difficulty" is used instead of "learning disability" in order to generalize to students who experience challenges in learning due to weak processing skills, regardless of whether or not they meet the eligibility criteria of learning disabilities under the Individuals with Disabilities Education Act ([IDEA], 1997). This distinction is important for teachers to note because students who are not labeled as learning disabled can still encounter difficulties that significantly hinder their learning. It is, therefore, paramount for teachers to understand what these students are experiencing on a daily basis in order to effectively help them. (Contains 1 table.)