Mastering the concepts and skills necessary to develop the ability to manage money effectively may be difficult for youngsters with learning disabilities. Their disabilities may be developmental, due to prolonged absence from school or from inappropriate teaching, or related to some processing skill deficits. Preand early-adolescent learning disabled youngsters require carefully planned instructional sequences when learning these money concepts and skills This is especially true when the matei il goes beyond simple coin recognition ai 1 equivalences to the real world problen situations involving money. All three National Assess nents of Educational Progress (Carpenter, et al, 1976; Carpenter, et al, 1982; Lindquist, et al, 1983) have documented that while high school students are able to add, subtract, multiply and divide, they lack the ability to use these computational skills in problem-solving situations involving money. They are especially poor in solving two-step problems. In fact, from the first to the second National Assessment, the ability of 13and 17year-olds to solve such problems declined significantly. This is unfortunate because solving multi-step problems is a very real part of life (Reys, 1977). Although few learning disabled students will find it easy, all will need to know how to manage their financial affairs in their careers and in their daily lives.