Since the passage of No Child Left Behind (NCLB) in 2002, and the amendments to the Individuals with Disabilities Education Act in 2004, the majority of students with learning disabilities take science courses as part of the general-education middle school class. In addition, they will be required to take the high-stakes science tests in accordance with NCLB at least one time during the middle school years, mandated to start in 2007-2008. The purposes of this article are to review the typical characteristics of learning disabilities (LD) that make science instruction a challenge and then to describe instructional modifications, study skills, and test-taking strategies to help students with LD succeed in science class and pass the related tests.