Although numerous studies have reported the predictive power of various factors for academic performance in regular students, little is known about the predictive power of students with Special Educational Needs (SEN). In the present study, we investigated the relative importance of thoroughly selected factors like prior performance, intelligence, ability self-concept, domain-specific interest, gender, migration background, and school setting for reading and writing (literacy) performance of students with mild learning difficulties (MLD). Data from a representative German sample of elementary school children with MLD were examined. Our results revealed that prior performance, school setting, intelligence, and ability self-concept were significant predictors for performance in literacy. Relative weights did not differ significantly between different types of schooling. Our findings mostly resemble former research on regular students.