Students with learning disabilities (LD) frequently take general education science classes because their disabilities are very mild. Sometimes, however, it is difficult for students with LD to succeed in the classes and pass the related high-stakes assessments mandated by No Child Left Behind (NCLB). In this article, the author reviews typical LD characteristics that interfere with science instruction and then presents classroom modifications that are critical for students with LD and may also be valuable for all students.