Separately, learning disabilities and relational aggression can each make childhood a very painful experience. Together, they have been described as a “double jeopardy” that makes learning disabled children particularly vulnerable to the harmful effects of bullying and relationally aggressive behavior. Are students with learning disabilities more frequently identified as the victim of relational aggression? Do their cognitive differences make them more susceptible to conflict situations? Do their learning differences interfere with their ability to communicate their needs and understand the subtleties of social situations? This investigation examines the occurrence of relational aggression in adolescent girls with language-based learning disabilities. Girls in 5th through 8th grade with diagnosed learning differences share their personal experiences, observations, and reactions to this subtle, yet very common, type of bullying behavior. This book provides a qualitative description of the social problem-solving skills and personal perceptions of learning disabled girls, as revealed through their responses to common social scenarios and their real-life stories.