The purpose of this study was to determine if there was a difference in students' standardized test scores based on the instructional model their teachers used. One group of students was served under a pullout instructional model. The other was served under an inclusive model. It is not known whether or not the pullout instructional model or the inclusion instructional model makes the biggest impact on improving student test scores. Although there is an extensive amount of information comparing and contrasting the two named instructional methods for students with learning disabilities, studies conducted by researchers have not demonstrated which model is most beneficial to middle school students with specific learning disabilities. The researcher compared the standardized test scores of 68 students from two middle schools (Grades 6 through 8) to determine students' academic gains. The researcher also used quantitative methods to describe test results of the instructional models implemented at the two middle schools. Results indicated that there were no significant differences between the students' scores when grouped by instructional model. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]