School psychologists are well served to stay up to date on trends in special education law, particularly with respect to determinations when school teams' decisions are challenged. This allows them to focus on proactive best practices that foster accurate specific learning disability (SLD) identification and active collaboration with parents. This article provides a detailed analysis of the recent SLD eligibility rulings at the hearing/review officer and court levels and compares current patterns to the previous trend in the SLD eligibility case law in instances in which a student was not found eligible for special education and parents exercised their right to challenge the decision.