This paper addresses the prevalence and identification of social skills deficits in students with learning disabilities. It begins by discussing the definition of learning disabilities and then reviews literature on the social difficulties of this population. Findings indicate that approximately 75 percent of children with learning disabilities have difficulties in social competence, experience lower social status, and are perceived more negatively by both teachers and typical peers. Academic achievement for students with and without learning disabilities is found to be associated with diminished social status and low peer acceptance. Students with learning disabilities are considered to be at greater risk for developing an assortment of social and behavioral problems, including deficits in verbal and nonverbal communication, immaturity, aggression and hostility, poor problem-solving skills, and low self-esteem. Loneliness was also found to be a problem for students with learning disabilities. No single cause was found that determined the prevalence of social skills deficits in children with learning disabilities. The paper closes by reviewing the success of different interventions. Interventions that seem particularly helpful in addressing social skills deficit include social skills training and inclusive educational settings. (Contains 35 references.) (CR)