Nonverbal learning disorders are less common than the typical language-based learning disabilities identified by school staff. Appropriate intervention is highly dependent on the accurate diagnosis of this disorder. Emphasis on performance and behavior management often obscures the etiology of a child's difficulties and leads to ineffective treatment approaches. The differential diagnosis can be confusing. As a result, many children do not receive adequate intervention and teachers are unable to develop appropriate techniques for their education and management. It is important to understand the cognitive, academic, and neuropsychological characteristics of students with non-verbal learning disorders and how these attributes translate into behavior and performance in the classroom. The focus of this paper is to clarify the diagnosis of nonverbal learning disorders, differentiate them from other learning disorders, and introduce effective educational intervention strategies. The acquisition of this knowledge will enable school psychologists, teachers, parents, and clinicians to understand the characteristics of a child with a nonverbal learning disorder, identify these children earlier, and initiate effective remedial programs. (Author/JDM)