The Problem. Learning disabled (LD) students are frequently characterized as being disorganized. This disorganization is said to be a special problem for LD students when they reach secondary school. By their responses to questionnaires and in personal interviews, secondary teachers confirm that they feel organization is important to success in their classrooms. Yet little is known about the variables which affect LD students' organizational skills or the relationship between organizational skill and school performance. Three research problems are addressed in this study. First, what variables affect LD students' organizational skills? Second, what is the relationship between LD students' organizational skill and their school performance? Third, what differences exist in the ways well organized LD students approach a task compared with the ways poorly organized LD students approach the same task? A recursive causal model has been specified to examine LD students' organizational skills and the relationship of these skills to school performance. The model specifies that intellectual ability, learning style, gender, academic achievement, and organizational skill affect LD students' school performance. The model also specifies that intellectual ability, learning style, and gender affect LD students' organizational skills. [...]