This article discusses issues of classification and identification, while evaluating some of the continuing controversies about learning disabilities (LD) related to those topics. The author suggests that many problems have to do with confusion between the two. Despite years of effort and an extraordinary increase in the number of individuals considered as having LD, educators continue to grapple with vagaries and inconsistencies in classification, definition, and identification. They continue to face critical challenges about "what is LD?" "who is LD and who isn't LD?" and "how do we know?" Problems are in part related to a lack of clear boundaries between LD and other conditions. They also relate to definitions that serve political, legislative, advocacy, or intervention needs as well as research or "scientific" purposes. To muddle the problem further, classification problems are compounded by limited and often inadequate or inappropriate operational methods of identification.