Thirty-three college students with learning disabilities responded to a request to identify their learning disability. The responses were then coded and a summary of the professional diagnoses of the learning disabilities was added to the students' self-descriptions. Five authorities in the field of learning disabilities were asked to use a five-point rating scale to determine how well the descriptions agreed. Only one-third of the college students were able to describe their own learning disability so that it agreed with the summary of the professional diagnosis. Recentness of diagnosis, age, and IQ were found to be unrelated to the agreement. Only grade point average was positively associated with the ability for self-description. The study indicates that high school individualized education program (IEP) information was the most difficult for students to repeat, compared to university, community college, or private practice psychologists' diagnoses. Less than half of the professional diagnoses included both processing and achievement information in summary statements; however, this is the information that the students commonly use when articulating the nature of their disability. (CR)