This article examines the differences in learning support provision for English and mathematics in Irish primary schools. Questionnaires were completed by 172 learning support teachers in Irish primary schools, as part of a national assessment of English and mathematics. Few respondents (3%) provide learning support for mathematics only, over one-third (36%) provide support for English only, and the remainder provided support for both subjects. Despite the implied equivalence of English and mathematics in the "Learning Support Guidelines" for teachers in Ireland, considerable differences were noted for English and mathematics in terms of caseloads, in-career development, practices and attitudes. Findings provide an indication of provision prior to the introduction of a new "general allocation model" of support announced by the Irish Department of Education and Science. (Contains 9 tables, 1 figure and 4 notes.)