The intent of this volume was to address the following questions: What is considered acceptable knowledge about learning disabilities? Who decides? Where does knowledge come from? Who uses it and for what purposes? Who benefits? In their article, Artiles et al. (this issue) focus explicitly on the issue of culture and how it has served to impact the field of special education, both in general and specifically in the area of scholarship and research in learning disabilities. The article notes that cultural issues have traditionally received minimal treatment, including in the LD Initiative, which attempted to synthesize knowledge (Bradley & Danielson, 2004) in the area of learning disabilities. Artiles et al. also note how narrowly culture as a construct has been conceptualized. The authors consider three aspects of this problem within the field of learning disabilities scholarship and practice: the ways that cultural factors have been considered in theories of learning and development within the field, the cultural practices that surround the use of research knowledge in practice, and the cultural practices that are embedded in decisions about what should be sanctioned as acceptable knowledge production.