This study investigates the validity of the Stanford Binet Intelligence Scale-Fourth Edition (S-B:4) for use with students with learning disabilities. It compares the performance of 18 elementary-age students on the S-B:4 and the Kaufman Assessment Battery for Children (K-ABC). The subjects were identified by their school as having learning disabilities. Both S-B:4 and K-ABC were administered to each student in counterbalanced order. Correlations between the two scales were strong with global scale correlations ranging from .57 (Quantitative Reasoning-Achievement) to .87 (Verbal Reasoning-Achievement) with the Test Composite-Mental Processing Composite correlation at .74. Strong relationships were noted between Test Composite and K-ABC Mental Processing Composite and Achievement scales. On the K-ABC, the Simultaneous mean was significantly higher than the Sequential mean. On the Stanford-Binet, the mean Test Composite was significantly lower than the Verbal Reasoning and Abstract/Visual Reasoning means, while the Verbal Reasoning mean exceeded the mean score on Short-Term Memory and the Abstract/Visual Reasoning mean surpassed the Quantitative Reasoning mean. (Author/JAZ)