A disproportionate number of students from low socio-economic statuses (SES) are enrolled in special education as students with specific learning disabilities (SLD). Despite resources provided through special education, only a small percentage of students are exited before secondary school. This instrumental case study investigated the variables preventing impoverished, transition-aged students from leaving special education. This study sought to understand why low SES students identified with SLDs in reading before middle school, are unable to exit special education by transition-age through the exploration of SES, SLD criteria, and school characteristics. The sample population included special education students with Individualized Education Programs (IEP) that were enrolled in eighth-grade, itinerant and supplemental classes. This population also included general and special education teachers that teach reading/English Language Arts classes. The research questions were generated to examine the following: (1) Do special education programs/services address the negative effects of SES for transition aged students with SLDs? (2) Do special education programs/services impact the reading skills of impoverished transition aged students with SLD in reading? (3) What are teachers' perceptions of the classroom factors that impact impoverished, transition-aged students with SLD in reading from exiting special education programs/services? Analysis of archival documents studied included qualitative and quantitative data found in evaluation reports, IEPs, progress monitoring reports, websites, and report cards. Teacher surveys and a focus group included the collection of qualitative and quantitative data from closed-ended and open-ended questions. The results identified factors contributing to academic achievement and failure for low SES, transition-aged, special education students. [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.]