Children tracked into special education services or support systems in public and private classrooms in the United States face many adversities with family, school, friends, and peers; this combination of tracking and adversity can lead to negative outcomes in adulthood. Resilience is often seen as a protective measure against adversity, but there has been little research that includes complex issues such as abuse or educational wounding and identified learning disabled students' resilience. The absence of such research reveals a gap in how we meet these students' needs in school, preparation into adulthood, and the outcomes for higher education and professional attainment. This study attempts to bridge that gap. Using the Adverse Childhood Experiences (ACE) Quiz, the ACE Resilience Questionnaire, and the Forms of Bullying Scales, this study reviews how resilience may play a role in work and/or school attainment levels with a youth history of special education (SPED) and childhood adversity. Study results indicate that high resilience factors may not be predictive of professional or educational attainment for SPED youth with combined adverse experiences. The research suggests the need for a comprehensive intervention that addresses the needs and challenges of those identified as learning disabled that goes beyond just resilience. [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.]