With the last reauthorization of the Individuals With Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind or NCLB), special education research exerted a major influence on general education. Even so, the academic outcomes of students with learning disabilities (LD), who are the focus of this article, are far from satisfactory. So how might the ESEA and IDEA reauthorizations be shaped to ensure that students with LD receive the instructional intensity they require? In this article, the authors share their thoughts. First, schools need clarification about what "access to the general education curriculum" means. Educators need permission and guidance to be thoughtful and flexible about how to provide instructional opportunities to students with LD in ways that narrow the achievement gap. This undoubtedly requires intensive intervention focused on the student's instructional level material, even if it departs from grade-level content. A second implication is the need to clarify what it means to be a "highly qualified special educator" for a student with a learning disability: a teacher who not only understands the general education curriculum but also is well prepared to implement a range of specialized intervention and assessment methods. Reforming special education will require reauthorization of laws that upgrade opportunities for intensive intervention for students with LD.